SocStudiesStandards

Content Area: Social Studies Grade/Course: K / ACCN: No ACCN Strand Historical Understanding Standard 1: Historical Understanding: CHANGE, CONTINUITY, AND CAUSALITY-Understand change and/or continuity and cause and/or effect in history Topic Chronological Thinking Benchmark SS.K.1.1 Explain change and continuity over time, using calendars and simple timelines Sample Performance Assessment (SPA) The student: Describes historical events or other familiar events in sequence (days, weeks, and months), using calendars and timelines. Rubric Advanced Proficient Partially Proficient Novice Explain, with detail, change Explain change and continuity Recognize examples of change Recognize calendars and and continuity over time, using over time, using calendars and and continuity over time, using simple timelines calendars and simple timelines simple timelines calendars and simple timelines Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: K / ACCN: No ACCN Strand Historical Understanding Standard 2: Historical Understanding: INQUIRY, EMPATHY AND PERSPECTIVE- Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms Topic Benchmark SS.K.2 No benchmark at this level Sample Performance Assessment (SPA) Rubric Advanced Proficient Partially Proficient Converted by HTML2PDF (www.zoomlane.com) Novice Content Area: Social Studies Grade/Course: K / ACCN: No ACCN Strand History Standard 3: History: HISTORICAL CONTENT-Understand people now and then, here and now (learning, living, working together) Topic Celebrations Benchmark SS.K.3.1 Describe historically significant events and observances in American history Sample Performance Assessment (SPA) The student: Explains why Americans celebrate significant events and observances (e.g., Fourth of July, Veterans Day, Thanksgiving). Rubric Advanced Proficient Partially Proficient Compare historically significant Describe historically significant Give examples of historically events and observances in events and observances in significant events and American history American history observances in American history Converted by HTML2PDF (www.zoomlane.com) Novice Recognize historically significant events and observances in American history Content Area: Social Studies Grade/Course: K / ACCN: No ACCN Strand Political Science/Civics Standard 4: Political Science/Civics: GOVERNANCE, DEMOCRACY, AND INTERACTION-Understand the purpose and historical impact of political institutions, the principles and values of American constitutional democracy, and the similarities and differences in government across cultural perspectives Topic Governance, Power, and Authority Benchmark SS.K.4.1 Identify rules that apply in different settings and the results from complying or not complying with these rules Sample Performance Assessment (SPA) The student: Describes rules for the classroom, school, library, and home and describes the results from complying or not complying with these rules. Rubric Advanced Proficient Partially Proficient Novice Consistently identify rules that apply in different settings and the results from complying or not complying with these rules Usually identify rules that apply in different settings and the results from complying or not complying with these rules Sometimes identify rules that apply in different settings and the results from complying or not complying with these rules Rarely identify rules that apply in different settings and the results from complying or not complying with these rules Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: K / ACCN: No ACCN Strand Political Science/Civics Standard 5: Political Science/Civics: PARTICIPATION AND CITIZENSHIP-Understand roles, rights (personal, economic, political), and responsibilities of American citizens and exercise them in civic action Topic Rights and Responsibilities Benchmark SS.K.5.1 Describe his or her rights and demonstrate responsibilities of self in classroom, school, and neighborhood settings Sample Performance Assessment (SPA) The student: Practices good citizenship in various environments, such as taking personal responsibility, respecting others property, taking turns, sharing, and performing classroom chores. Rubric Advanced Proficient Partially Proficient Novice Describe his or her rights and consistently demonstrate responsibilities of self in classroom, school, and neighborhood settings Describe his or her rights and usually demonstrate responsibilities of self in classroom, school, and neighborhood settings Describe his or her rights or demonstrate responsibilities of self in classroom, school, and neighborhood settings Ineffectively describe his or her rights and rarely demonstrate responsibilities of self in classroom, school, and neighborhood settings Topic Civic Participation Benchmark SS.K.5.2 Demonstrate ways to improve the quality of life in own school or community Sample Performance Assessment (SPA) The student: Engages in actions in the classroom that improve the quality of classroom life (e.g., contributes positively to a discussion, cleans up litter). Rubric Advanced Proficient Consistently demonstrate ways Usually demonstrate ways to to improve the quality of life in improve the quality of life in own school or community own school or community Partially Proficient Novice Sometimes demonstrate ways to improve the quality of life in own school or community Rarely demonstrate ways to improve the quality of life in own school or community Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: K / ACCN: No ACCN Strand Cultural Anthropology Standard 6: Cultural Anthropology: SYSTEMS, DYNAMICS, AND INQUIRY-Understand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time Topic Cultural Systems and Practices Benchmark SS.K.6.1 Explain how and why people from different cultures observe different holidays/celebrations Sample Performance Assessment (SPA) The student: Describes how and why people from different cultures celebrate their holidays (e.g., games they play, songs they sing, traditional practices, foods they eat, clothing worn, symbols). Rubric Advanced Proficient Partially Proficient Novice Compare how and why people from different cultures observe different holidays/ celebrations Explain how and why people from different cultures observe different holidays/ celebrations Explain how or explain why people from different cultures observe different holidays/celebrations Ineffectively explain how and why people from different cultures observe different holidays/ celebrations Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: K / ACCN: No ACCN Strand Geography Standard 7: Geography: WORLD IN SPATIAL TERMS-Use geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world Topic Physical characteristics in Spatial Terms Benchmark SS.K.7.1 Identify location and physical characteristics represented on maps and globes (e.g., land, water, roads, cities) Sample Performance Assessment (SPA) The student: Locates and describes physical characteristics of objects represented on a map or globe. Rubric Advanced Proficient Partially Proficient Novice Identify location and physical characteristics represented on maps and globes, with accuracy Identify location and physical characteristics represented on maps and globes, with no significant errors Identify location and physical characteristics represented on maps and globes, with a few significant errors Identify location and physical characteristics represented on maps and globes, with many significant errors Topic Physical characteristics in Spatial Terms Benchmark SS.K.7.2 Use terms to describe relative location (i.e., above/below, near/far, left/right, and cardinal directions) Sample Performance Assessment (SPA) The student: Describes the specific location of a place and/or physical feature using appropriate terms. Rubric Advanced Proficient Partially Proficient Novice Use terms to describe relative location, with accuracy Use terms to describe relative location, with no significant errors Use terms to describe relative location, with a few significant errors Use terms to describe relative location, with many significant errors Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: K / ACCN: No ACCN Strand Economics Standard 8: Economics: RESOURCES, MARKETS, AND GOVERNMENT-Understand economic concepts and the characteristics of various economic systems Topic Limited Resources and Choice Benchmark SS.K.8.1 Explain people's basic needs and how they fulfill them Sample Performance Assessment (SPA) The student: Names basic needs that everyone shares, such as food, water, or shelter and describes ways people fulfilled these needs now and in the past. Rubric Advanced Proficient Partially Proficient Novice Analyze people's basic needs and compare how they fulfill them Explain people's basic needs and how they fulfill them Identify people's basic needs Recognize examples of people's basic needs Topic Role and Function of Markets Benchmark SS.K.8.2 Differentiate buyers (e.g., a parent or caregiver) and sellers (e.g., a storeowner or other producer) Sample Performance Assessment (SPA) The student: Compares a buyer and a seller. Rubric Advanced Proficient Partially Proficient Differentiate buyers and sellers Differentiate buyers and sellers Define buyers and sellers and provide several examples of each Converted by HTML2PDF (www.zoomlane.com) Novice Recognize examples of buyers and sellers Content Area: Social Studies Grade/Course: 1 / ACCN: No ACCN Strand Historical Understanding Standard 1: Historical Understanding: CHANGE, CONTINUITY, AND CAUSALITY-Understand change and/or continuity and cause and/or effect in history Topic Chronological Thinking Benchmark SS.1.1.1 Distinguish temporal structures (i.e., beginning, middle, and end) in stories and historical narratives Sample Performance Assessment (SPA) The student: Retells historical narratives using temporal structures and analyzes the structures used in the narrative. Rubric Advanced Proficient Partially Proficient Novice Distinguish temporal structures Distinguish temporal structures Explain temporal structures in Identify temporal structures in in stories and historical in stories and historical stories and historical narratives stories and historical narratives narratives and use textual narratives evidence to analyze the structure Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 1 / ACCN: No ACCN Strand Historical Understanding Standard 2: Historical Understanding: INQUIRY, EMPATHY AND PERSPECTIVE- Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms Topic Historical Inquiry Benchmark SS.1.2.1 Use a variety of primary sources (e.g., artifacts, letters, photographs) to gain an understanding of historical events Sample Performance Assessment (SPA) The student: Examines primary sources and generates questions from them. Rubric Advanced Proficient Partially Proficient Novice Use a variety of primary Use a variety of primary Use primary sources to provide Identify primary sources but sources to provide an sources to provide an a limited explanation of make little or no connections to elaborate or precise explanation of historical events historical events historical events explanation of historical events Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 1 / ACCN: No ACCN Strand History Standard 3: History: HISTORICAL CONTENT- Understand children, people, and groups in time and place Topic A Child?s Place in History Benchmark SS.1.3.1 Compare own life with those of children in history Sample Performance Assessment (SPA) The student: Analyzes the similarities and differences between own life and lives of children of the past (e.g., Pilgrim children, Pioneer children, Native American children). Rubric Advanced Proficient Compare, with clear and precise detail, own life with those of children in history Compare, with detail, own life Compare, with minimal detail, with those of children in history own life with those of children in history Partially Proficient Novice Topic Significant Events in American History Benchmark SS.1.3.2 Describe the lives of people who significantly impacted American history Sample Performance Assessment (SPA) The student: Identifies the accomplishments of extraordinary people whose achievements are still being celebrated (e.g., Pocahontas, George Washington, Booker T. Washington, Daniel Boone and Benjamin Franklin). Ineffectively compare own life with those of children in history Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, the lives of people who significantly impacted American history Describe, with detail, the lives of people who significantly impacted American history Describe, with minimal detail, the lives of people who significantly impacted American history Ineffectively describe the lives of people who significantly impacted American history Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 1 / ACCN: No ACCN Strand Political Science/Civics Standard 4: Political Science/Civics: GOVERNANCE, DEMOCRACY, AND INTERACTION-Understand the purpose and historical impact of political institutions, the principles and values of American constitutional democracy, and the similarities and differences in government across cultural perspectives Topic Governance, Power, and Authority Benchmark SS.1.4.1 Explain the purpose of rules Sample Performance Assessment (SPA) The student: Gives reasons for specific rules from the classroom, home, or community. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, the purpose of rules Explain, with detail, the purpose of rules Explain, with minimal detail, the Ineffectively explain the purpose of rules purpose of rules Topic Governance, Power, and Authority Benchmark SS.1.4.2 Explain the difference between authority and power Sample Performance Assessment (SPA) The student: Describes how specific people exercise power with/without authority. Rubric Advanced Proficient Explain, with examples, the difference between authority and power Explain the difference between Define authority and power authority and power Partially Proficient Novice Topic Principles and Values of Democracy Benchmark SS.1.4.3 Explain historical symbols of American nationalism Sample Performance Assessment (SPA) The student: Describes the symbolic meaning of the flag, the Statue of Liberty, the Pledge of Allegiance, and the National Anthem to people and groups over time. Recognize examples of authority and power Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, historical symbols of American nationalism Explain, with detail, historical symbols of American nationalism Explain, with minimal detail, historical symbols of American nationalism Ineffectively explain historical symbols of American nationalism Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 1 / ACCN: No ACCN Topic Principles and Values of Democracy Benchmark SS.1.4.4 Explain shared democratic values, including equality, common good, and individual rights Sample Performance Assessment (SPA) The student: Illustrates how democratic values are expressed in home, school, or community. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, shared democratic values Explain, with detail, shared democratic values Explain, with minimal detail, shared democratic values Ineffectively explain shared democratic values Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 1 / ACCN: No ACCN Strand Political Science/Civics Standard 5: Political Science/Civics: PARTICIPATION AND CITIZENSHIP-Understand roles, rights (personal, economic, political), and responsibilities of American citizens and exercise them in civic action Topic Rights and Responsibilities Benchmark SS.1.5.1 Identify rights and responsibilities of community leaders Sample Performance Assessment (SPA) The student: Lists the rights and responsibilities of community leaders (e.g., police and school principal). Rubric Advanced Proficient Partially Proficient Novice Identify rights and responsibilities of community leaders, with accuracy Identify rights and responsibilities of community leaders, with no significant errors Identify rights and responsibilities of community leaders, with a few significant errors Identify rights and responsibilities of community leaders, with many significant errors Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 1 / ACCN: No ACCN Strand Cultural Anthropology Standard 6: Cultural Anthropology: SYSTEMS, DYNAMICS, AND INQUIRY-Understand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time Topic Cultural Systems and Practices Benchmark SS.1.6.1 Describe ways in which own and other cultures express cultural beliefs and practices through stories and/or legends Sample Performance Assessment (SPA) The student: Explains the beliefs and practices of own and other cultures as reflected in stories and/or legends. Rubric Advanced Proficient Partially Proficient Novice Compare ways in which own and other cultures express cultural beliefs and practices through stories and/or legends Describe ways in which own and other cultures express cultural beliefs and practices through stories and/or legends Provide examples of ways in which own and other cultures express cultural beliefs and practices through stories and/or legends Recognize that own and other cultures express cultural beliefs and practices through stories and/or legends Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 1 / ACCN: No ACCN Strand Geography Standard 7: Geography: WORLD IN SPATIAL TERMS-Use geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world Topic Human and Physical Characteristics in Spatial Terms Benchmark SS.1.7.1 Construct and use simple maps to represent physical and human characteristics of a community Sample Performance Assessment (SPA) The student: Creates a map that includes the title, author's name, date, orientation, legend, and symbols. (e.g., of home, school, neighborhood). Rubric Advanced Proficient Partially Proficient Novice Construct and use simple maps to represent physical and human characteristics of a community, with accuracy Construct and use simple maps to represent physical and human characteristics of a community, with no significant errors Construct and use simple maps to represent physical and human characteristics of a community, with a few significant errors Construct and use simple maps to represent physical and human characteristics of a community, with many significant errors Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 1 / ACCN: No ACCN Strand Economics Standard 8: Economics: RESOURCES, MARKETS, AND GOVERNMENT-Understand economic concepts and the characteristics of various economic systems Topic Limited Resources and Choice Benchmark SS.1.8.1 Compare needs and wants Sample Performance Assessment (SPA) The student: Distinguishes between people's need for food, clothing, and shelter and specific things that people would like to have. Rubric Advanced Proficient Partially Proficient Novice Classify, with justification, needs and wants Compare needs and wants Explain needs and wants Give examples of needs and wants Topic Economic Interdependence Benchmark SS.1.8.2 Explain how people trade or use money to obtain goods and services Sample Performance Assessment (SPA) The student: Describes a personal exchange he or she made with a friend or family member. Rubric Advanced Proficient Explain, with clear and precise Explain, with detail, how people detail, how people trade or use trade or use money to obtain money to obtain goods and goods and services services Partially Proficient Novice Explain, with minimal detail, how people trade or use money to obtain goods and services Ineffectively explain how people trade or use money to obtain goods and services Topic Role and Function of Markets Benchmark SS.1.8.3 Define various goods (things that people need or want) and services (jobs people perform that satisfy people's needs or wants) Sample Performance Assessment (SPA) The student: Identifies goods (e.g., food, clothing, personal commodities) and services (e.g., teachers, plumbers, doctors) and explains the difference between them. Rubric Advanced Proficient Partially Proficient Novice Define various goods and services, with accuracy Define various goods and services, with no significant errors Define various goods and services, with a few significant errors Define various goods and services, with many significant errors Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 2 / ACCN: No ACCN Strand Historical Understanding Standard 1: Historical Understanding: CHANGE, CONTINUITY, AND CAUSALITY-Understand change and/or continuity and cause and/or effect in history Topic Chronological Thinking Benchmark SS.2.1.1 Construct timelines to sequence events Sample Performance Assessment (SPA) The student: Sequences a series of events from a story, historical narrative, or own life using a timeline. Rubric Advanced Proficient Partially Proficient Novice Construct timelines to sequence events, with accuracy Construct timelines to sequence events, with no significant errors Construct timelines to sequence events, with a few significant errors Construct timelines to sequence events, with many significant errors Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 2 / ACCN: No ACCN Strand Historical Understanding Standard 2: Historical Understanding: INQUIRY, EMPATHY AND PERSPECTIVE- Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms Topic Historical Inquiry Benchmark SS.2.2.1 Investigate the history of families using level-appropriate primary sources (e.g., artifacts, photographs, interviews, documents) Sample Performance Assessment (SPA) The student: Makes generalizations about the history of a family based on information from primary sources. Rubric Advanced Proficient Partially Proficient Novice Investigate the history of families, gathering clear and precise information and details from level-appropriate primary sources Investigate the history of families, gathering information and details from level-appropriate primary sources Investigate the history of families, gathering minimal information and details from level-appropriate primary sources Ineffectively investigate the history of families Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 2 / ACCN: No ACCN Strand History Standard 3: History: HISTORICAL CONTENT- Understand sharing and caring for people and earth Topic Stewardship Benchmark SS.2.3.1 Describe ways in which specific government agencies are responsible for environmental issues and concerns Sample Performance Assessment (SPA) The student: Explains the role that government agencies (e.g., DLNR, EPA) play in protecting our environment. Rubric Advanced Proficient Partially Proficient Novice Compare ways in which specific government agencies are responsible for environmental issues and concerns Describe ways in which specific government agencies are responsible for environmental issues and concerns Name specific government agencies that are responsible for environmental issues and concerns Select from a list specific government agencies that are responsible for environmental issues and concerns Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 2 / ACCN: No ACCN Strand Political Science/Civics Standard 4: Political Science/Civics: GOVERNANCE, DEMOCRACY, AND INTERACTION-Understand the purpose and historical impact of political institutions, the principles and values of American constitutional democracy, and the similarities and differences in government across cultural perspectives Topic Governance, Power, and Authority Benchmark SS.2.4.1 Describe the different ways people gain authority and the limits of such authority Sample Performance Assessment (SPA) The student: Explains different ways people can gain authority, including being appointed to a role of authority (e.g., line leader, appointed government official), being voted into authority (e.g., student council, mayor), and assuming authorities that come with a job (e.g., particular school committee job, principal), and explains the boundaries of such authority. Rubric Advanced Proficient Partially Proficient Novice Compare the different ways people gain authority and the limits of such authority Describe the different ways people gain authority and the limits of such authority Identify the different ways people gain authority Recognize that there are people with authority Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 2 / ACCN: No ACCN Strand Political Science/Civics Standard 5: Political Science/Civics: PARTICIPATION AND CITIZENSHIP-Understand roles, rights (personal, economic, political), and responsibilities of American citizens and exercise them in civic action Topic Rights and Responsibilities Benchmark SS.2.5.1 Demonstrate own roles and responsibilities in caring for others and the environment Sample Performance Assessment (SPA) The student: Fulfills responsibilities in different classroom situations, such as showing respect to others or cleaning up workstations, and responds to feedback from others about the effects that his or her actions have on others and the classroom environment. Rubric Advanced Proficient Consistently demonstrate own roles and responsibilities in caring for others and the environment Usually demonstrate own roles Sometimes demonstrate own and responsibilities in caring roles and responsibilities in for others and the environment caring for others and the environment Partially Proficient Converted by HTML2PDF (www.zoomlane.com) Novice Rarely demonstrate own roles and responsibilities in caring for others and the environment Content Area: Social Studies Grade/Course: 2 / ACCN: No ACCN Strand Cultural Anthropology Standard 6: Cultural Anthropology: SYSTEMS, DYNAMICS, AND INQUIRY-Understand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time Topic Cultural Systems and practices Benchmark SS.2.6.1 Describe ways in which own and other cultures express their cultural beliefs and practices through music and art Sample Performance Assessment (SPA) The student: Explains how the beliefs and practices of own and other cultures are reflected in music and art. Rubric Advanced Proficient Partially Proficient Novice Compare, with elaborate and precise detail, ways in which own and other cultures express their cultural beliefs and practices through music and art Describe ways in which own and other cultures express their cultural beliefs and practices through music and art Recognize ways that own and other cultures express their cultural practices through music and art Recognize that different cultural practices are reflected through music and art Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 2 / ACCN: No ACCN Strand Geography Standard 7: Geography: WORLD IN SPATIAL TERMS-Use geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world Topic Human and Physical Characteristics in Spatial Terms Benchmark SS.2.7.1 Identify and explain the human (man-made) and physical (natural) characteristics of a neighborhood or the community Sample Performance Assessment (SPA) The student: Labels and explains the human and physical characteristics of a neighborhood or community. Rubric Advanced Proficient Partially Proficient Novice Explain the relationship between the human (man-made) and physical (natural) characteristics of a neighborhood or the community Identify and explain the human (man-made) and physical (natural) characteristics of a neighborhood or the community Name the human (man-made) and physical (natural) characteristics of a neighborhood or the community Recognize that neighborhoods and communities have human (man-made) and physical (natural) characteristics Topic Human and Physical Characteristics in Spatial Terms Benchmark SS.2.7.2 Describe the purpose and features of maps and globes Sample Performance Assessment (SPA) The student: Explains why people use maps and globes and explains how the different features (e.g., relative location, cardinal direction, simple grid systems, basic map symbols) of maps or globes help people to use them (e.g., to show relative location, to provide or find directions). Rubric Advanced Proficient Describe, with clear and Describe, with detail, the precise detail, the purpose and purpose and features of maps features of maps and globes and globes Partially Proficient Novice Describe, with minimal detail, the purpose and features of maps and globes Ineffectively describe the purpose and features of maps and globes Topic Environment And Society Benchmark SS.2.7.3 Describe a variety of the earth's natural resources (e.g., water, forests, and oil) and ways in which people use them Sample Performance Assessment (SPA) The student: Explains how people across the world use natural resources to meet their needs. Rubric Advanced Proficient Partially Proficient Describe a variety of the earth's natural resources and give clear and precise details of ways in which people use them Describe a variety of the Describe a variety of the earth's natural resources and earth's natural resources ways in which people use them Converted by HTML2PDF (www.zoomlane.com) Novice Name some of the earth's natural resources Content Area: Social Studies Grade/Course: 2 / ACCN: No ACCN Topic Environment And Society Benchmark SS.2.7.4 Analyze and demonstrate ways to protect and preserve the local environment Sample Performance Assessment (SPA) The student: Surveys, creates, and implements a plan to take personal action to sustain and preserve a part of the environment. Rubric Advanced Proficient Partially Proficient Novice Analyze and consistently demonstrate ways to protect and preserve the local environment, with detail Analyze and usually demonstrate ways to protect and preserve the local environment Analyze and sometimes demonstrate ways to protect and preserve the local environment, with detail Ineffectively describe and/or rarely demonstrate ways to protect and preserve the local environment Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 2 / ACCN: No ACCN Strand Economics Standard 8: Economics: RESOURCES, MARKETS, AND GOVERNMENT-Understand economic concepts and the characteristics of various economic systems Topic Limited Resources and Choice Benchmark SS.2.8.1 Explain scarcity and its effects on daily life Sample Performance Assessment (SPA) The student: Gives a specific example from own life that illustrates how limited resources (scarcity) required him or her to make a choice about using a good or a service. Rubric Advanced Proficient Analyze scarcity and its effects Explain scarcity and its effects on daily life on daily life Partially Proficient Novice Give examples of scarcity and its effects on daily life Recognize examples of scarcity Topic Limited Resources and Choice Benchmark SS.2.8.2 Categorize resources as natural, capital, or human Sample Performance Assessment (SPA) The student: Compares natural resources, capital resources and human resources. Rubric Advanced Proficient Partially Proficient Novice Categorize resources as Categorize resources as Categorize resources as Categorize resources as natural, capital, or human, with natural, capital, or human, with natural, capital, or human, with natural, capital, or human, with accuracy no significant errors a few significant errors many significant errors Topic Economic Interdependence Benchmark SS.2.8.3 Explain how people benefit from trade (the exchange of goods and services) Sample Performance Assessment (SPA) The student: Describes how people's needs and wants are satisfied through exchange of goods and services. Rubric Advanced Proficient Partially Proficient Explain, with clear and precise Explain, with detail, how people Explain, with minimal detail, detail, how people benefit from benefit from trade how people benefit from trade trade Converted by HTML2PDF (www.zoomlane.com) Novice Ineffectively explain how people benefit from trade Content Area: Social Studies Grade/Course: 2 / ACCN: No ACCN Topic Role and Function of Markets Benchmark SS.2.8.4 Compare the roles of buyers and sellers and explain how they depend upon each other Sample Performance Assessment (SPA) The student: Analyzes why a seller needs people to buy his or her goods or services. Rubric Advanced Proficient Partially Proficient Novice Compare the roles of buyers and sellers and, with clear and precise detail, analyze how they depend upon each other Compare the roles of buyers and sellers and, with detail, explain how they depend upon each other Compare the roles of buyers and sellers and, with minimal detail, explain how they depend on each other Ineffectively compare Topic Role of Government Benchmark SS.2.8.5 Explain the responsibility of the government to provide goods and services Sample Performance Assessment (SPA) The student: Describes why it is important for the local government to provide goods (e.g., parks) and services (e.g., fire or police departments) for the community. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, the responsibility of the government to provide goods and services Explain, with detail, the responsibility of the government to provide goods and services Explain, with minimal detail, the responsibility of the government to provide goods and services Ineffectively explain the responsibility of the government to provide goods and services Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 3 / ACCN: No ACCN Strand Historical Understanding Standard 1: Historical Understanding: CHANGE, CONTINUITY, AND CAUSALITY-Understand change and/or continuity and cause and/or effect in history Topic Causes and Effects In History Benchmark SS.3.1.1 Explain cause and effect relationships in stories and historical narratives Sample Performance Assessment (SPA) The student: Explains the cause of an event and its effects in a story or historical narrative. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, cause and effect relationships in stories and historical narratives Explain, with detail, cause and effect relationships in stories and historical narratives Explain, with minimal detail, cause and effect relationships in stories and historical narratives Ineffectively explain cause and effect relationships in stories and historical narratives Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 3 / ACCN: No ACCN Strand Historical Understanding Standard 2: Historical Understanding: INQUIRY, EMPATHY AND PERSPECTIVE- Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms Topic Historical Inquiry Benchmark SS.3.2.1 Investigate the history of communities over time using level-appropriate primary sources (e.g., maps, photos, oral histories, letters, and newspapers) Sample Performance Assessment (SPA) The student: Makes generalizations about the history of a community based on information from primary sources. Rubric Advanced Proficient Partially Proficient Novice Investigate the history of communities over time, gathering clear and precise information and details from level-appropriate primary sources Investigate the history of communities over time, gathering information and details from level-appropriate primary sources Investigate the history of communities over time, gathering minimal information and details from level-appropriate primary sources Ineffectively investigate the history of communities over time Topic Historical Perspectives and Interpretations Benchmark SS.3.2.2 Analyze varying perspectives of an experience or event based on the differing viewpoints of the teller, listener, and /or the participants Sample Performance Assessment (SPA) The student: Compares an experience or historical event from the point of view of different people involved and offers possible reasons for the difference. Rubric Advanced Proficient Partially Proficient Analyze, with clear and precise detail, varying perspectives of an experience or event based on the differing viewpoints of the teller, listener, and /or the participants Analyze, with detail, varying perspectives of an experience or event based on the differing viewpoints of the teller, listener, and /or the participants Explain varying perspectives of Identify varying perspectives of an experience or event based an experience or event on the differing viewpoints of the teller, listener, and /or the participants Converted by HTML2PDF (www.zoomlane.com) Novice Content Area: Social Studies Grade/Course: 3 / ACCN: No ACCN Strand History Standard 3: History: HISTORICAL CONTENT-Understand change, cause and effect, and continuity in history and contemporary life Topic Community Life Past and Present Benchmark SS.3.3.1 Analyze issues and concerns of own community and those of a similar community in the past Sample Performance Assessment (SPA) The student: Compares issues and concerns (e.g., employment, safety, population, transportation) of own community with those of a community in the past. Rubric Advanced Proficient Partially Proficient Novice Analyze issues and concerns Analyze issues and concerns Explain issues and concerns of Name issues and concerns of of own community and those of of own community and those of own community and those of a own community and those of a a similar community in the a similar community in the past similar community in the past similar community in the past past, making significant connections, insights, and generalizations about the issues and concerns Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 3 / ACCN: No ACCN Strand Political Science/Civics Standard 4: Political Science/Civics: GOVERNANCE, DEMOCRACY, AND INTERACTION-Understand the purpose and historical impact of political institutions, the principles and values of American constitutional democracy, and the similarities and differences in government across cultural perspectives Topic Governance, Power, and Authority Benchmark SS.3.4.1 Explain the purpose of rules and laws and the differences between them Sample Performance Assessment (SPA) The student: Explains why we have rules and laws, describes how they differ, and gives examples of each. Rubric Advanced Proficient Partially Proficient Explain, with clear and precise Explain, with detail, the detail, the purpose of rules and purpose of rules and laws and laws and elaborate on the the differences between them differences between them Novice Explain, with minimal detail, the Ineffectively explain the purpose of rules and laws and purpose of rules of laws and the differences between them the differences between them Topic Governance, Power, and Authority Benchmark SS.3.4.2 Describe ways in which people exercise power without authority Sample Performance Assessment (SPA) The student: Explains power without authority (e.g., illegal, unofficial such as bullying). Rubric Advanced Proficient Partially Proficient Compare ways in which people Describe ways in which people Identify ways in which people exercise power without exercise power without exercise power without authority authority authority Converted by HTML2PDF (www.zoomlane.com) Novice Recognize ways in which people exercise power without authority Content Area: Social Studies Grade/Course: 3 / ACCN: No ACCN Strand Political Science/Civics Standard 5: Political Science/Civics: PARTICIPATION AND CITIZENSHIP-Understand roles, rights (personal, economic, political), and responsibilities of American citizens and exercise them in civic action Topic Rights and Responsibilities Benchmark SS.3.5.1 Describe roles and rights of citizenship and demonstrate responsibilities of citizenship Sample Performance Assessment (SPA) The student: Identifies roles (e.g., active, informed participant), rights, (e.g., freedom of speech, freedom of religion) and responsibilities (e.g., paying taxes, voting) and fulfills own responsibilities within the classroom. Rubric Advanced Proficient Partially Proficient Novice Describe roles and rights of citizenship and consistently demonstrate responsibilities of citizenship Describe roles and rights of citizenship and usually demonstrate responsibilities of citizenship Describe roles and rights of citizenship or demonstrate responsibilities of citizenship Ineffectively describe roles and rights of citizenship and rarely demonstrate responsibilities of citizenship Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 3 / ACCN: No ACCN Strand Cultural Anthropology Standard 6: Cultural Anthropology: SYSTEMS, DYNAMICS, AND INQUIRY-Understand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time Topic Cultural Diversity and Unity Benchmark SS.3.6.1 Explain that different cultures have unique values, beliefs, and practices Sample Performance Assessment (SPA) The student: Gives examples of values and beliefs of different cultures and how they have changed over time. Rubric Advanced Proficient Partially Proficient Novice Explain, making significant connections, insights, and generalizations, that different cultures have unique values, beliefs, and practices Explain, making connections, insights, and generalizations, that different cultures have unique values, beliefs, and practices Explain, making weak connections, insights, or generalizations, that different cultures have unique values, beliefs, and practices Ineffectively explain that different cultures have unique values, beliefs, and practices Topic Cultural Inquiry Benchmark SS.3.6.2 Make informed judgments about cultures based on evidence from cultural artifacts Sample Performance Assessment (SPA) The student: Gathers and classifies artifacts, facsimiles, and photos that have cultural significance and draws informed and validated conclusions about the cultures. Rubric Advanced Proficient Partially Proficient Make informed and insightful judgments about cultures based on cultural artifacts Make informed judgments about cultures based on cultural artifacts Make judgments about cultures Make judgments about cultures based partially on cultural that are not supported by artifacts cultural artifacts Novice Topic Cultural Dynamics/Change and Continuity Benchmark SS.3.6.3 Explain how cultural elements (e.g., language, art, music, stories, legends, and traditions) can change over time and explain possible reasons for that change Sample Performance Assessment (SPA) The student: Describes why cultural elements change over time. Rubric Advanced Proficient Partially Proficient Compare how cultural elements can change over time and examine possible reasons for that change Explain how cultural elements can change over time and explain possible reasons for that change Give examples of how cultural Recognize that cultural elements can change over time elements can change over time and identify possible reasons for that change Converted by HTML2PDF (www.zoomlane.com) Novice Content Area: Social Studies Grade/Course: 3 / ACCN: No ACCN Strand Geography Standard 7: Geography: WORLD IN SPATIAL TERMS-Use geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world Topic Human and Physical Characteristics in Spatial Terms Benchmark SS.3.7.1 Use geographic representations (e.g., maps, globes, graphs, charts, models) to organize and analyze geographic information Sample Performance Assessment (SPA) The student: Draws a conclusion about the place under study based on the geographic information gathered. Rubric Advanced Proficient Partially Proficient Novice Use geographic representations to organize and analyze geographic information, with accuracy Use geographic representations to organize and analyze geographic information, with no significant errors Use geographic representations to organize and analyze geographic information, with a few significant errors Use geographic representations to organize and analyze geographic information, with many significant errors Topic Places and Regions Benchmark SS.3.7.2 Compare the physical and human characteristics of different communities and regions Sample Performance Assessment (SPA) The student: Analyzes why physical and human characteristics differ from place to place. Rubric Advanced Proficient Partially Proficient Novice Analyze, using evidence, the physical and human characteristics of different communities and regions Compare the physical and human characteristics of different communities and regions Describe the physical and human characteristics of different communities and regions Name the physical and human characteristics of different communities and regions Topic Places and Regions Benchmark SS.3.7.3 Describe the physical and human characteristics that make different regions unique Sample Performance Assessment (SPA) The student: Creates a geographic representation showing the physical and human characteristics of a place or region and explains its uniqueness. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, the physical and human characteristics that make different regions unique Describe, with detail, the physical and human characteristics that make different regions unique Describe, with minimal detail, the physical and human characteristics that make different regions unique Ineffectively describe the physical and human characteristics that make different regions unique Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 3 / ACCN: No ACCN Topic Environment and Society Benchmark SS.3.7.4 Examine the ways in which people modify the physical environment and the effects of these changes Sample Performance Assessment (SPA) The student: Evaluates how people have changed the environment (e.g., irrigation, clearing land, planting crops, building roads) and the effects of these changes. Rubric Advanced Proficient Partially Proficient Novice Examine the ways in which people modify the physical environment and evaluate the effects of these changes Examine the ways in which people modify the physical environment and explain the effects of these changes Examine the ways in which people modify the physical environment or the effects of these changes Ineffectively examine the ways in which people modify the physical environment or the effects of these changes Topic Human Systems Benchmark SS.3.7.5 Examine the economic and geographic factors that influence why people migrate and where they settle Sample Performance Assessment (SPA) The student: Analyzes the factors that influence why people migrate and where they settle (e.g., natural resources, major waterways, physical features, natural hazards, connections, populations, climate, job opportunities). Rubric Advanced Proficient Partially Proficient Novice Examine the economic and geographic factors that influence why people migrate and where they settle, making significant connections about these factors and their influence Examine the economic and geographic factors that influence why people migrate and where they settle Examine the economic or the geographic factors that influence why people migrate and/or where they settle Ineffectively examine the economic and geographic factors that influence why people migrate and where they settle Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 3 / ACCN: No ACCN Strand Economics Standard 8: Economics: RESOURCES, MARKETS, AND GOVERNMENT-Understand economic concepts and the characteristics of various economic systems Topic Limited Resources and Choice Benchmark SS.3.8.1 Explain that opportunity cost is the best alternative given up when making a choice Sample Performance Assessment (SPA) The student: Describes a time when he or she had to make a choice, and explain what he or she gave up by making that choice. Rubric Advanced Proficient Partially Proficient Novice Explain that opportunity cost is the best alternative given up when making a choice, using relevant and insightful examples Explain that opportunity cost is the best alternative given up when making a choice, using relevant examples Explain that opportunity cost is the best alternative given up when making a choice, using weakly connected vague examples Ineffectively explain that opportunity cost is the best alternative given up when making a choice Topic Limited Resources and Choice Benchmark SS.3.8.2 Explain that goods and resources are limited because there are not enough natural, human, and capital resources to satisfy everyone's wants Sample Performance Assessment (SPA) The student: Explains that people need to use resources (natural, human, and capital) wisely because they are in short supply. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, that goods and resources are limited because there are not enough natural, human, and capital resources to satisfy everyone's wants Explain, with detail, that goods and resources are limited because there are not enough natural, human, and capital resources to satisfy everyone's wants Explain, with minimal detail, that goods and resources are limited because there are not enough natural, human, and capital resources to satisfy everyone's wants Ineffectively explain that goods and resources are limited because there are not enough natural, human, and capital resources to satisfy everyone's wants Topic Economic Interdependence Benchmark SS.3.8.3 Describe how money makes it easy to trade goods and services Sample Performance Assessment (SPA) The student: Explains why it would be harder to try to trade a personal belonging for something than it would be to pay money for that same thing. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, how money makes it easy to trade goods and services Describe, with detail, how money makes it easy to trade goods and services Describe, with minimal detail, how money makes it easy to trade goods and services Ineffectively describe how money makes it easy to trade goods and services Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 4 / ACCN: No ACCN Strand Historical Understanding Standard 1: Historical Understanding: CHANGE, CONTINUITY, AND CAUSALITY-Understand change and/or continuity and cause and/or effect in history Topic Historical Change and Continuity Benchmark SS.4.1.1 Describe both change and continuity of aspects of Hawaiian culture (including religion, land use, and social systems) Sample Performance Assessment (SPA) The student: Organizes data and uses it to create a timeline of one or more aspects of Hawaiian culture and how they have evolved over time. Rubric Advanced Proficient Partially Proficient Novice Analyze both change and continuity of aspects of Hawaiian culture Describe both change and continuity of aspects of Hawaiian culture Give examples of both change and continuity of aspects of Hawaiian culture Recognize examples of change and/or continuity of aspects of Hawaiian culture Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 4 / ACCN: No ACCN Strand Historical Understanding Standard 2: Historical Understanding: INQUIRY, EMPATHY AND PERSPECTIVE- Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms Topic Historical Perspectives and Interpretations Benchmark SS.4.2.1 Categorize sources of information as primary or secondary and as providing historical fact or opinion Sample Performance Assessment (SPA) The student: Uses primary and secondary sources of information and identifies facts versus opinions about pre-contact life in Hawaii. Rubric Advanced Proficient Partially Proficient Novice Categorize sources of information as primary or secondary and as providing historical fact or opinion, with accuracy Categorize sources of information as primary or secondary and as providing historical fact or opinion, with no significant errors Categorize sources of information as primary or secondary and as providing historical fact or opinion, with a few significant errors Categorize sources of information as primary or secondary and as providing historical fact or opinion, with many significant errors Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 4 / ACCN: No ACCN Strand History Standard 3: History: PRE-CONTACT HAWAII HISTORY-Understand the people, events, problems, and ideas that were significant in pre-contact Hawaiian history Topic Early Hawaiian Society Benchmark SS.4.3.1 Explain the origins and culture of early Hawaiians Sample Performance Assessment (SPA) The student: Describes features of early Hawaiian life, such as rules and laws, gods/religion, roles of women/classes of people, sports and games, food, kapu system, land ownership taxes, and/or education. Rubric Advanced Proficient Partially Proficient Explain, with clear and precise Explain, with detail, the origins detail, the origins and culture of and culture of early Hawaiians early Hawaiians Novice Explain, with minimal detail, the Ineffectively explain the origins origins and culture of early and culture of early Hawaiians Hawaiians Topic Early Hawaiian Society Benchmark SS.4.3.2 Explain the history of Hawaii's early economy Sample Performance Assessment (SPA) The student: Describes a typical day in the economic life of a Hawaiian in the ?ahupua'a system. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, the history of Hawaii's early economy Explain, with detail, the history of Hawaii's early economy Explain, with minimal detail, the Ineffectively explain the history history of Hawaii's early of Hawaii's early economy economy Topic Early Hawaiian Society Benchmark SS.4.3.3 Describe the cultural contributions of different groups to the development of Hawaii Sample Performance Assessment (SPA) The student: Explains the specific cultural contributions (e.g., religious, economic, artistic) of different groups and how they have helped the development of Hawaii. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, the cultural contributions of different groups to the development of Hawaii Describe, with detail, the cultural contributions of different groups to the development of Hawaii Describe, with minimal detail, the cultural contributions of different groups to the development of Hawaii Ineffectively describe the cultural contributions of different groups to the development of Hawaii Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 4 / ACCN: No ACCN Topic Exploration, Migration, and Settlement Benchmark SS.4.3.4 Describe the theories of early migrations from parts of Polynesia to Hawaii, including migration myths and legends Sample Performance Assessment (SPA) The student: Describes the "who, what, where, when and why" of early Hawaiian migrations. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, the theories of early migrations from parts of Polynesia to Hawaii Describe, with detail, the theories of early migrations from parts of Polynesia to Hawaii Describe, with minimal detail, the theories of early migrations from parts of Polynesia to Hawaii Ineffectively describe the theories of early migrations from parts of Polynesia to Hawaii Topic Exploration, Migration, and Settlement Benchmark SS.4.3.5 Identify reasons that early explorers, settlers, and immigrants came to Hawaii (including the influence of Pa'ao) or the Polynesian region and describe what their lives and experiences were like Sample Performance Assessment (SPA) The student: Names social, political, geographic, and economic reasons/events that influenced early settlement patterns in Polynesia, including Hawaii, and describes the lives of early settlers and immigrants. Rubric Advanced Proficient Partially Proficient Novice Identify reasons that early explorers, settlers, and immigrants came to Hawaii or the Polynesian region and describe, with clear and precise detail, what their lives and experiences were like Identify reasons that early explorers, settlers, and immigrants came to Hawaii or the Polynesian region and describe, with detail, what their lives and experiences were like Identify reasons that early explorers, settlers, and immigrants came to Hawaii or the Polynesian region and/or describe, with minimal detail what their lives and experiences were like Inaccurately identify reasons that early explorers, settlers, and immigrants came to Hawaii or the Polynesian region and/or ineffectively describe what their lives and experiences were like Topic Exploration, Migration, and Settlement Benchmark SS.4.3.6 Illustrate patterns and changes in population in Hawaii over a period of time Sample Performance Assessment (SPA) The student: Creates a timeline or graph that shows significant changes and patterns in demographics of a specific island over time. Rubric Advanced Proficient Illustrate patterns and changes Illustrate patterns and changes in population in Hawaii over a in population in Hawaii over a period of time, with accuracy period of time, with no significant errors Partially Proficient Novice Illustrate patterns and changes in population in Hawaii over a period of time, with a few significant errors Illustrate patterns and changes in population in Hawaii over a period of time, with many significant errors Topic Exploration, Migration, and Settlement Benchmark SS.4.3.7 Describe the interactions (including economic exchanges and wars) among different cultural and ethnic groups in early Hawaii Sample Performance Assessment (SPA) The student: Gives examples from early Hawaiian history of the ways in which pre-contact Hawaiians interrelated with different groups of people, such as Captain James Cook/explorers, traders, whalers, and westerners/missionaries. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, the interactions among different cultural and ethnic groups in early Hawaii Describe, with detail, the interactions among different cultural and ethnic groups in early Hawaii Describe, with minimal detail, the interactions among different cultural and ethnic groups in early Hawaii Ineffectively describe the interactions among different cultural and ethnic groups in early Hawaii Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 4 / ACCN: No ACCN Topic Hawaiian State Government Benchmark SS.4.3.8 Explain the evolution of Hawaii state government Sample Performance Assessment (SPA) The student: Constructs a timeline that explains the evolution in Hawaiian history from self-rule to statehood. Rubric Advanced Proficient Partially Proficient Novice Explain the evolution of Hawaii Explain the evolution of Hawaii Explain the evolution of Hawaii Explain the evolution of Hawaii state government, with state government, with no state government, with a few state government, with many accuracy significant errors significant errors significant errors Topic Events in Hawaiian History Benchmark SS.4.3.9 Place key events in pre-contact Hawaiian history in chronological order (including volcanic origins, migrations, and Captain Cook's arrival) Sample Performance Assessment (SPA) The student: Selects significant events in Hawaii's history and cultural development to place on a time line, and makes observations about the continuity of those relationships in the Hawaiian culture. Rubric Advanced Proficient Partially Proficient Novice Place key events in pre-contact Hawaiian history in chronological order, with accuracy Place key events in pre-contact Hawaiian history in chronological order, with no significant errors Place key events in pre-contact Hawaiian history in chronological order, with a few significant errors Place key events in pre-contact Hawaiian history in chronological order, with many significant errors Topic Events in Hawaiian History Benchmark SS.4.3.10 Describe how significant people, including those of legend (including Papa and Wakea, Pele, and Pa'ao) affected pre-contact Hawaii Sample Performance Assessment (SPA) The student: Explains the significance of different people's contributions in the early history of Hawaii. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, how significant people, including those of legend, affected pre-contact Hawaii Describe, with detail, how significant people, including those of legend, affected pre-contact Hawaii Describe, with minimal detail, how significant people, including those of legend, affected pre-contact Hawaii Ineffectively describe how significant people, including those of legend, affected pre-contact Hawaii Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 4 / ACCN: No ACCN Strand Political Science/Civics Standard 4: Political Science/Civics: GOVERNANCE AND INTERACTION-Understand the purpose and historical impact of political institutions, the principles and values of the Hawaiian kapu system, and the similarities and differences in government across cultural perspectives Topic Governance, Power, and Authority Benchmark SS.4.4.1 Evaluate the kapu system in the context of the time Sample Performance Assessment (SPA) The student: Proposes guidelines for evaluation of rules in pre-contact Hawaiian history and describes how some of the rules might or might not be appropriate for today. Rubric Advanced Proficient Partially Proficient Evaluate the kapu system in Evaluate the kapu system in Describe the kapu system in the context of the time, drawing the context of the time, drawing the context of the time relevant and insightful relevant conclusions conclusions Converted by HTML2PDF (www.zoomlane.com) Novice Identify the kapu system in the context of the time Content Area: Social Studies Grade/Course: 4 / ACCN: No ACCN Strand Political Science/Civics Standard 5: Political Science/Civics: PARTICIPATION AND CITIZENSHIP- Understand roles, rights (personal, economic, political), and responsibilities of the Ali?i, Kahuna, Maka?ainana and Kaua classes and how they participated in civic life Topic Civic Participation Benchmark SS.4.5.1 Describe the roles, rights, and responsibilities of each class in pre-contact Hawaii Sample Performance Assessment (SPA) The student: Explains his/her roles, rights and responsibilities (personal and social) as a citizen in various situations and how they relate to the roles, rights, and responsibilities of Alii, Kahuna, Konohiki, Maka'ainana, Kauwa during Hawai'i monarchy. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, the roles, rights, and responsibilities of each class in pre-contact Hawaiian society Describe, with detail, the roles, rights, and responsibilities of each class in pre-contact Hawaiian society Describe, with minimal detail, the roles, rights, and responsibilities of each class in pre-contact Hawaiian society Ineffectively describe the roles, rights, and responsibilities of each class in pre-contact Hawaiian society Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 4 / ACCN: No ACCN Strand Cultural Anthropology Standard 6: Cultural Anthropology: SYSTEMS, DYNAMICS, AND INQUIRY-Understand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time Topic Cultural Systems and Practices Benchmark SS.4.6.1 Explain how language, traditional lore, music, dance, artifacts, traditional practices, beliefs, values, and behaviors are elements of culture and contribute to the preservation of culture Sample Performance Assessment (SPA) The student: Describes how specific components of Hawaiian culture assure continuity of the culture and embody cultural values. Rubric Advanced Proficient Partially Proficient Novice Analyze how language, traditional lore, music, dance, artifacts, traditional practices, beliefs, values, and behaviors are elements of culture and contribute to the preservation of culture Explain how language, traditional lore, music, dance, artifacts, traditional practices, beliefs, values, and behaviors are elements of culture and contribute to the preservation of culture Explain that language, traditional lore, music, dance, artifacts, traditional practices, beliefs, values, and behaviors are elements of culture and contribute to the preservation of culture Recognize language, traditional lore, music, dance, artifacts, traditional practices, beliefs, values, and/or behaviors as elements of culture Topic Cultural Dynamics/Change and Continuity Benchmark SS.4.6.2 Describe how individuals or groups deal with conflict, cooperation, and interdependence within the ahupua'a Sample Performance Assessment (SPA) The student: Explains life in the ahupua'a, particularly the relationships between people and the spiritual realm, the land, and other people. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, how individuals or groups deal with conflict, cooperation, and interdependence within the ahupua'a Describe, with detail, how individuals or groups deal with conflict, cooperation, and interdependence within the ahupua'a Describe, with minimal detail, how individuals or groups deal with conflict, cooperation, and interdependence within the ahupua'a Ineffectively describe how individuals or groups deal with conflict, cooperation, and interdependence within the ahupua'a Topic Cultural Dynamics/Change and Continuity Benchmark SS.4.6.3 Describe the changes in Hawaiian culture through contact with Westerners Sample Performance Assessment (SPA) The student: Explains how Hawaiian culture changed, and describes the effects of the changes caused by Western contact. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, the changes in Hawaiian culture through contact with Westerners Describe, with detail, the changes in Hawaiian culture through contact with Westerners Describe, with minimal detail, the changes in Hawaiian culture through contact with Westerners Ineffectively describe the changes in Hawaiian culture through contact with Westerners Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 4 / ACCN: No ACCN Strand Geography Standard 7: Geography: WORLD IN SPATIAL TERMS-Use geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world Topic Places and Regions Benchmark SS.4.7.1 Identify the major geographic characteristics and demographics of the pre-contact Hawaiian archipelago, including its relative location to other major land masses Sample Performance Assessment (SPA) The student: Describes the geographic characteristics and human characteristics of Polynesia, the Pacific region, and Hawaii in the pre-contact era. Rubric Advanced Proficient Partially Proficient Novice Identify, with accuracy, the major geographic characteristics and demographics of the pre-contact Hawaiian archipelago, including its relative location to other major land masses Identify, with no significant errors, the major geographic characteristics and demographics of the pre-contact Hawaiian archipelago, including its relative location to other major land masses Identify, with a few significant errors, the major geographic characteristics and demographics of the pre-contact Hawaiian archipelago, including its relative location to other major land masses Identify, with many significant errors, the major geographic characteristics and demographics of the pre-contact Hawaiian archipelago, including its relative location to other major land masses Topic World In Spatial Terms Benchmark SS.4.7.2 Collect, organize, and analyze data to interpret and construct geographic representations Sample Performance Assessment (SPA) The student: Uses collected data to construct a map that plots the locations of data and explains the meanings, patterns, and relationships found in geographic data (e.g., collects data about the presence of endemic species in Hawaii, plots the locations of the species, explains the reasons for the patterns of distribution of the species, and describes relationships between the species and other species or the environment). Rubric Advanced Proficient Partially Proficient Novice Collect, organize, and analyze data to interpret and construct geographic representations, with accuracy Collect, organize, and analyze data to interpret and construct geographic representations, with no significant errors Collect, organize, and analyze data to interpret and construct geographic representations, with a few significant errors Collect, organize, and analyze data to interpret and construct geographic representations, with many significant errors Topic Environment and Society Benchmark SS.4.7.3 Analyze the consequences of human modification of the physical environment in Hawaii using geographic representations (including lo'i kalo and loko i'a) Sample Performance Assessment (SPA) The student: Compares the effects of land and water use in the `ahupua`a and how similar practices are carried out today. Assesses the positive and negative consequences of such uses on the environment, and makes connections to current environmental practices. Rubric Advanced Proficient Partially Proficient Novice Evaluate the consequences of human modification of the physical environment in Hawaii using geographic representations, drawing relevant and insightful conclusions Analyze the consequences of human modification of the physical environment in Hawaii using geographic representations, drawing relevant conclusions Describe the consequences of human modification of the physical environment in Hawaii using geographic representations Recognize that there are consequences of human modification of the physical environment in Hawaii Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 4 / ACCN: No ACCN Strand Economics Standard 8: Economics: RESOURCES, MARKETS, AND GOVERNMENT-Understand economic concepts and the characteristics of various economic systems Topic Economic Interdependence Benchmark SS.4.8.1 Describe the economic interdependence among those living in the ?ahupua'a Sample Performance Assessment (SPA) The student: Explains production and consumption in an "ahupua'a" (farming, fishing, production of goods), including how goods and services were exchanged by businesses (producers) and households (consumers). Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, the economic interdependence among those living in the ?ahupua'a Describe, with detail, the economic interdependence among those living in the ?ahupua'a Describe, with minimal detail, the economic interdependence among those living in the ?ahupua'a Ineffectively describe the economic interdependence among those living in the ?ahupua'a Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 5 / ACCN: No ACCN Strand Historical Understanding Standard 1: Historical Understanding: CHANGE, CONTINUITY, AND CAUSALITY-Understand change and/or continuity and cause and/or effect in history Topic Chronological Thinking Benchmark SS.5.1.1 Use chronological order to explain causal relationships between and among people and events Sample Performance Assessment (SPA) The student: Organizes key events of the American Revolution in chronological order to explain cause-and-effect relationships between them. Rubric Advanced Proficient Partially Proficient Novice Use chronological order to analyze causal relationships between and among people and events, with accuracy Use chronological order to explain causal relationships between and among people and events, with no significant errors Use chronological order to identify causal relationships between and among people and events, with a few significant errors Use chronological order to identify causal relationships between and among people and events, with many significant errors Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 5 / ACCN: No ACCN Strand Historical Understanding Standard 2: Historical Understanding: INQUIRY, EMPATHY AND PERSPECTIVE- Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms Topic Historical Perspectives and Interpretations Benchmark SS.5.2.1 Analyze how beliefs and education and/or the society in which a person resides shape his/her "point of view" Sample Performance Assessment (SPA) The student: Contrasts a 17th century woman's view of her role in family and society with that of a woman in the 21st century. Rubric Advanced Proficient Partially Proficient Novice Analyze how beliefs and education and/or the society in which a person resides shape his/her "point of view," making significant connections, insights, and generalizations Analyze how beliefs and education and/or the society in which a person resides shape his/her "point of view," making connections, insights, and generalizations Explain how beliefs and education and/or the society in which a person resides shape his/her "point of view" Identify, with assistance, how beliefs and education and/or the society in which a person resides shape his/her "point of view" Topic Historical Empathy Benchmark SS.5.2.2 Judge the past in the context of the time instead of imposing present norms and values on historical events Sample Performance Assessment (SPA) The student: Assesses why slavery was accepted by a majority of the people in colonial America. Rubric Advanced Proficient Partially Proficient Novice Consistently judge the past in the context of the time instead of imposing present norms and values on historical events Usually judge the past in the context of the time instead of imposing present norms and values on historical events Sometimes judge the past in the context of the time instead of imposing present norms and values on historical events Rarely judge the past in the context of the time, but instead impose present norms and values on historical events Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 5 / ACCN: No ACCN Strand History Standard 3: History: EARLY AMERICAN HISTORY-Understand important historical events through the Revolution Topic Exploration, Migration, and Settlement Benchmark SS.5.3.1 Identify what Europeans sought (e.g., route to Asia) and what they found (e.g., new crops) during the Age of Exploration Sample Performance Assessment (SPA) The student: Describes the journey of one European explorer to the Americas, the route he took, the problems he encountered, what he sought, and what he found. Rubric Advanced Proficient Partially Proficient Novice Identify, with clear and precise detail, what Europeans sought and what they found during the Age of Exploration Identify, with detail, what Europeans sought and what they found during the Age of Exploration Identify, with minimal detail, what Europeans sought and what they found during the Age of Exploration Inaccurately identify what Europeans sought and what they found during the Age of Exploration Topic Exploration, Migration, and Settlement Benchmark SS.5.3.2 Examine the interactions between Europeans and Native Americans in North America Sample Performance Assessment (SPA) The student: Contrasts the views and beliefs of Europeans and the Native Americans they encountered and describe how these differences impacted their encounter. Rubric Advanced Proficient Partially Proficient Novice Examine the interactions between Europeans and Native Americans in North America, drawing relevant and insightful conclusions Examine the interactions between Europeans and Native Americans in North America, drawing relevant conclusions Examine the interactions between Europeans and Native Americans in North America, drawing weakly supported or irrelevant conclusions Ineffectively examine the interactions between Europeans and Native Americans in North America Topic Exploration, Migration, and Settlement Benchmark SS.5.3.3 Describe the hardships experienced by European settlers in colonial America Sample Performance Assessment (SPA) The student: Explains how environmental problems (e.g., food shortages, diseases) and human interaction (e.g., with Native Americans and among themselves) caused hardships for the European settlers. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, the hardships experienced by European settlers in colonial America Describe, with detail, the hardships experienced by European settlers in colonial America Describe, with minimal detail, the hardships experienced by European settlers in colonial America Ineffectively describe the hardships experienced by European settlers in colonial America Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 5 / ACCN: No ACCN Topic Colonial American Society Benchmark SS.5.3.4 Describe how religion and economics influenced the settling of New England and the southern regions of British North America Sample Performance Assessment (SPA) The student: Explains how religion motivated the settling of New England (e.g., Massachusetts Bay colony) and economics motivated the settling of the Southern colonies (e.g., Jamestown). Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, how religion and economics influenced the settling of New England and the southern regions of British North America Describe, with detail, how religion and economics influenced the settling of New England and the southern regions of British North America Describe, with minimal detail, how religion and economics influenced the settling of New England and the southern regions of British North America Ineffectively describe how religion and economics influenced the settling of New England and the southern regions of British North America Topic Colonial American Society Benchmark SS.5.3.5 Describe the major features of the economies of New England (i.e., manufacturing), the mid-Atlantic colonies (i.e., trade), and southern regions (i.e., farming) of British North America and explain their relationship to geographic features Sample Performance Assessment (SPA) The student: Explains how the economic activity in the three regions was determined by climate and natural resources. Rubric Advanced Proficient Partially Proficient Novice Describe, with accuracy, the major features of the economies of New England, the mid-Atlantic colonies, and southern regions of British North America and explain their relationship to geographic features Describe, with no significant errors, the major features of the economies of New England, the mid-Atlantic colonies, and southern regions of British North America and explain their relationship to geographic features Describe, with a few significant errors, the major features of the economies of New England, the mid-Atlantic colonies, and southern regions of British North America Describe, with many significant errors, the major features of the economies of New England, the mid-Atlantic colonies, and southern regions of British North America Topic Colonial American Society Benchmark SS.5.3.6 Explain how colonial America solved its labor shortage problem with indentured servants and African slaves Sample Performance Assessment (SPA) The student: Describes the work performed by slaves and indentured servants that was necessary to the success of the colonies. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, how colonial America solved its labor shortage problem with indentured servants and African slaves Explain, with detail, how colonial America solved its labor shortage problem with indentured servants and African slaves Explain, with minimal detail, how colonial America solved its labor shortage problem with indentured servants and African slaves Ineffectively explain how colonial America solved its labor shortage problem with indentured servants and African slaves Topic Colonial American Society Benchmark SS.5.3.7 Illustrate the movement of African slaves to the Americas and their role in the Triangular Trade Sample Performance Assessment (SPA) The student: Explains the social (e.g., capture, transport) and economic (e.g., sale, labor) aspects of the African slave trade. Rubric Advanced Proficient Partially Proficient Novice Illustrate, with clear and precise detail, the movement of African slaves to the Americas and their role in the Triangular Trade Illustrate, with detail, the movement of African slaves to the Americas and their role in the Triangular Trade Illustrate, with minimal detail, the movement of African slaves to the Americas and their role in the Triangular Trade Inaccurately illustrate the movement of African slaves to the Americas and their role in the Triangular Trade Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 5 / ACCN: No ACCN Topic Colonial American Society Benchmark SS.5.3.8 Describe conflicts between Europeans and Native Americans (i.e., King Philips War), among colonists, (i.e., Bacon's Rebellion), and between European powers (i.e., the French and Indian War) Sample Performance Assessment (SPA) The student: Explains the causes and effects of conflicts in the colonies. Rubric Advanced Proficient Partially Proficient Novice Analyze conflicts between Europeans and Native Americans among colonists, and between European powers Describe conflicts between Europeans and Native Americans among colonists, and between European powers Name the conflicts between Europeans and Native Americans among colonists, and between European powers Recognize that there were conflicts between Europeans and Native Americans among colonists, and/or between European powers Topic Colonial American Society Benchmark SS.5.3.9 Describe the role of Puritans and Quakers in shaping colonial society Sample Performance Assessment (SPA) The student: Explains how diverse religious groups (e.g., Puritans, Quakers) developed and interacted. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, the role of Puritans and Quakers in shaping colonial society Describe, with detail, the role of Describe, with minimal detail, Puritans and Quakers in the role of Puritans and shaping colonial society Quakers in shaping colonial society Topic Colonial American Society Benchmark SS.5.3.10 Explain how conflict between the English government and the English colonies led to the outbreak of the American Revolution Sample Performance Assessment (SPA) The student: Describes how the Stamp Act, Boston Massacre, the Boston Tea party, and other events led Americans to revolt. Ineffectively describe the role of Puritans and Quakers in shaping colonial society Rubric Advanced Proficient Partially Proficient Novice Explain how conflict between the English government and the English colonies led to the outbreak of the American Revolution, using relevant and insightful examples Explain how conflict between the English government and the English colonies led to the outbreak of the American Revolution, using relevant examples Identify conflicts between the English government and the English colonies that led to the outbreak of the American Revolution Recognize that conflict between the English government and the English colonies led to the outbreak of the American Revolution Topic Revolutionary War Benchmark SS.5.3.11 Define the major ideas (i.e., natural rights, government by the consent of the governed, and "all men are created equal") stated in the Declaration of Independence and explain why they were included Sample Performance Assessment (SPA) The student: Gives possible reasons why the framers of the Declaration included the ideas of natural rights, government by the consent of the governed, and "all men are created equal." Rubric Advanced Proficient Define the major ideas stated in the Declaration of Independence and explain why they were included, making significant connections, insights, and generalizations Define the major ideas stated Define the major ideas stated in the Declaration of in the Declaration of Independence and explain why Independence they were included Partially Proficient Converted by HTML2PDF (www.zoomlane.com) Novice Ineffectively define the major ideas stated in the Declaration of Independence Content Area: Social Studies Grade/Course: 5 / ACCN: No ACCN Topic Revolutionary War Benchmark SS.5.3.12 Describe the major events of the Revolutionary War, including key battles, key alliances, and the roles played by key figures Sample Performance Assessment (SPA) The student: Explains the significance of key battles (e.g., Lexington and Concord, Battle of Saratoga), the French-American alliance, and key figures (e.g., King George III, George Washington, Benjamin Franklin, etc.) to the Revolutionary War. Rubric Advanced Proficient Partially Proficient Novice Analyze the major events of the Revolutionary War, including key battles, key alliances, and the roles played by key figures Describe the major events of the Revolutionary War, including key battles, key alliances, and the roles played by key figures Name the major events of the Revolutionary War, including key battles, key alliances, and key figures Recognize some of the major events of the Revolutionary War, including key battles, key alliances, and/or key figures Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 5 / ACCN: No ACCN Strand Political Science/Civics Standard 4: Political Science/Civics: GOVERNANCE, DEMOCRACY, AND INTERACTION-Understand the purpose and historical impact of political institutions, the principles and values of American constitutional democracy, and the similarities and differences in government across cultural perspectives Topic American Democracy Benchmark SS.5.4.1 Explain how colonial governments were based on key principles underlying American democracy (including social contract, majority rule, and equality of opportunity) Sample Performance Assessment (SPA) The student: Describes how the Mayflower Compact and House of Burgesses illustrated principles underlying American democracy. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, how colonial governments were based on key principles underlying American democracy Explain, with detail, how colonial governments were based on key principles underlying American democracy Name the key principles upon which colonial governments were based Recognize some of the key principles upon which colonial governments were based Topic American Democracy Benchmark SS.5.4.2 Explain how participation in American democracy has changed since the 18th century Sample Performance Assessment (SPA) The student: Describes who was allowed to vote in the 18th century and who is allowed to vote today. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, how participation in American democracy has changed since the 18th century Explain, with detail, how participation in American democracy has changed since the 18th century Explain, with minimal detail, how participation in American democracy has changed since the 18th century Ineffectively explain how participation in American democracy has changed since the 18th century Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 5 / ACCN: No ACCN Strand Political Science/Civics Standard 5: Political Science/Civics: PARTICIPATION AND CITIZENSHIP-Understand roles, rights (personal, economic, political), and responsibilities of American citizens and exercise them in civic action Topic Benchmark SS.5.5 No benchmark at this level Sample Performance Assessment (SPA) Rubric Advanced Proficient Partially Proficient Converted by HTML2PDF (www.zoomlane.com) Novice Content Area: Social Studies Grade/Course: 5 / ACCN: No ACCN Strand Cultural Anthropology Standard 6: Cultural Anthropology: SYSTEMS, DYNAMICS, AND INQUIRY-Understand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time Topic Cultural Inquiry Benchmark SS.5.6.1 Compare the views of Native Americans and Europeans regarding the relationship between humans and the land Sample Performance Assessment (SPA) The student: Analyzes how Europeans believed in private property rights and how Native Americans saw land as a resource to be shared by all. Rubric Advanced Proficient Partially Proficient Novice Analyze the views of Native Americans and Europeans regarding the relationship between humans and the land, drawing relevant and insightful conclusions about the different views Compare the views of Native Americans and Europeans regarding the relationship between humans and the land, drawing relevant conclusions about the different views Give examples of the views of Native Americans and Europeans regarding the relationship between humans and the land Recognize the views of Native Americans and Europeans regarding the relationship between humans and the land Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 5 / ACCN: No ACCN Strand Geography Standard 7: Geography: WORLD IN SPATIAL TERMS-Use geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world Topic Human Systems Benchmark SS.5.7.1 Explain how the Revolutionary War caused the movement of people Sample Performance Assessment (SPA) The student: Describes how the war resulted in the British loyalists fleeing the American colonies. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, how the Revolutionary War caused the movement of people Explain, with detail, how the Revolutionary War caused the movement of people Give examples of how the Revolutionary War caused the movement of people Recognize that the Revolutionary War caused the movement of people Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 5 / ACCN: No ACCN Strand Economics Standard 8: Economics: RESOURCES, MARKETS, AND GOVERNMENT-Understand economic concepts and the characteristics of various economic systems Topic Limited Resources and Choice Benchmark SS.5.8.1 Explain the opportunity costs considered by the settlers before moving to the colonies Sample Performance Assessment (SPA) The student: Describes what the settlers knew they would have to give up and what they might gain by moving to the colonies. Rubric Advanced Proficient Partially Proficient Novice Explain the opportunity costs considered by the settlers before moving to the colonies, using relevant and insightful examples Explain the opportunity costs considered by the settlers before moving to the colonies Name the opportunity costs considered by the settlers before moving to the colonies Recognize the opportunity costs considered by the settlers before moving to the colonies Topic Role of Government Benchmark SS.5.8.2 Recognize that governments raise money to pay for goods and services (i.e., taxes) and describe why the American colonists were dissatisfied with the colonial system of taxation Sample Performance Assessment (SPA) The student: Explains why the Americans were upset with Stamp Act and the Townsend Duties. Rubric Advanced Proficient Partially Proficient Novice Recognize that governments raise money to pay for goods and services (i.e., taxes) and describe, with clear and precise detail, why the American colonists were dissatisfied with the colonial system of taxation Recognize that governments raise money to pay for goods and services (i.e., taxes) and describe, with detail, why the American colonists were dissatisfied with the colonial system of taxation Recognize that governments raise money to pay for goods and services (i.e., taxes) and describe, with minimal detail, why the American colonists were dissatisfied with the colonial system of taxation Recognize that governments raise money to pay for goods and services (i.e., taxes) and/or ineffectively describe why the American colonists were dissatisfied with the colonial system of taxation Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 6 / ACCN: No ACCN Strand Historical Understanding Standard 1: Historical Understanding: CHANGE, CONTINUITY, AND CAUSALITY-Understand change and/or continuity and cause and/or effect in history Topic Causes And Effects in History Benchmark SS.6.1.1 Define causal relationships in historical chronologies Sample Performance Assessment (SPA) The student: Identifies the various causes for the fall of the Roman Empire, including administrative problems and Germanic invasions. Rubric Advanced Proficient Partially Proficient Novice Define, with clear and precise detail, causal relationships in historical chronologies Define, with detail, causal relationships in historical chronologies Define, with minimal detail, causal relationships in historical chronologies Ineffectively define causal relationships in historical chronologies Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 6 / ACCN: No ACCN Strand Historical Understanding Standard 2: Historical Understanding: INQUIRY, EMPATHY AND PERSPECTIVE- Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms Topic Historical Inquiry Benchmark SS.6.2.1 Frame and answer questions through historical research Sample Performance Assessment (SPA) The student: Uses historical information gathered from primary and secondary sources to formulate an interpretation of the role of religion in ancient Mesopotamia and Egypt. Rubric Advanced Proficient Partially Proficient Novice Frame and answer questions, in an insightful way, through historical research Frame and answer questions through historical research Frame and answer questions, in a superficial way, through historical research Frame and answer questions, in an unclear or incomplete way, through historical research Topic Historical Empathy Benchmark SS.6.2.2 Explain the past on its own terms; not judging it solely by present-day norms and values Sample Performance Assessment (SPA) The student: Describes the values of early Buddhism, Christianity, and Islam and explains how they reflected the norms and values of the societies from which they emerged. Rubric Advanced Proficient Partially Proficient Novice Consistently explain the past on its own terms; not judging it solely by present-day norms and values Usually explain the past on its own terms; not judging it solely by present-day norms and values Sometimes explain the past on its own terms; not judging it solely by present-day norms and values Rarely explain the past on its own terms; not judging it solely by present-day norms and values Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 6 / ACCN: No ACCN Strand History Standard 3: History: WORLD CULTURES/HISTORY- Understand important historical events from ancient times through the Renaissance Topic Ancient Societies, 3000 B.C.E. to 500 B.C.E. Benchmark SS.6.3.1 Examine written and physical evidence from ancient societies in Mesopotamia, Egypt, the Indus River Valley, and the Yellow River Valley Sample Performance Assessment (SPA) The student: Assesses the importance of writing, artifacts, and architectural remains for understanding the political and social organization of ancient societies. Rubric Advanced Proficient Partially Proficient Novice Examine written and physical evidence from ancient societies, drawing relevant and insightful conclusions about their use in Mesopotamia, Egypt, the Indus River Valley, and the Yellow River Valley Examine written and physical evidence from ancient societies, drawing relevant conclusions about their use in Mesopotamia, Egypt, the Indus River Valley, and the Yellow River Valley Examine written and physical evidence from ancient societies, drawing unsupported or irrelevant conclusions about their use in Mesopotamia, Egypt, the Indus River Valley, and the Yellow River Valley Ineffectively examine written and physical evidence from ancient societies in Mesopotamia, Egypt, the Indus River Valley, and the Yellow River Valley Topic Ancient Societies, 3000 B.C.E. to 500 B.C.E. Benchmark SS.6.3.2 Compare the writing, artifacts, and architectural remains from the Maya, Aztec, Inca, and early Pacific Island societies Sample Performance Assessment (SPA) The student: Analyzes the importance of architectural remains in ancient societies in America and Oceania for understanding political (e.g., government), social (e.g., traditions, daily life), and cultural (e.g., religion, technology) development and features. Rubric Advanced Proficient Partially Proficient Novice Compare writing, artifacts, and architectural remains, drawing relevant and insightful conclusions about their use in the Maya, Aztec, Inca, and early Pacific Island societies Compare writing, artifacts, and architectural remains, drawing relevant conclusions about their use in the Maya, Aztec, Inca, and early Pacific Island societies Compare writing, artifacts, and architectural remains, drawing unsupported or irrelevant conclusions about their use in the Maya, Aztec, Inca, and early Pacific Island societies Ineffectively compare the writing, artifacts, and architectural remains from the Maya, Aztec, Inca, and early Pacific Island societies Topic Classical Societies, 500 B.C.E to 500 C.E Benchmark SS.6.3.3 Compare classical societies, including China during the reign of Han Wudi; Maurya India under Ashoka; Greek city-states under Pericles; and the Roman Empire under Augustus Sample Performance Assessment (SPA) The student: Analyzes how Han Wudi, Ashoka, Pericles, and Augustus dealt with major political problems and explains their significant accomplishments. Rubric Advanced Proficient Compare classical societies, Compare classical societies, making significant connections, making connections, insights, insights, and generalizations and generalizations Partially Proficient Novice Describe classical societies Identify classical societies Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 6 / ACCN: No ACCN Topic Classical Societies, 500 B.C.E to 500 C.E Benchmark SS.6.3.4 Describe the key figures and major beliefs of the major religious and philosophical traditions of ancient and classical times, including Judaism, Confucianism, Daoism, Hinduism, Buddhism, Greek philosophy, Christianity, and Islam Sample Performance Assessment (SPA) The student: Explains the influence of earlier religions and their key figures on later religions (e.g., Judaism on Christianity and Islam or Hinduism on Buddhism). Rubric Advanced Proficient Partially Proficient Novice Compare the key figures and major beliefs of the major religious and philosophical traditions of ancient and classical times Describe the key figures and major beliefs of the major religious and philosophical traditions of ancient and classical times Identify the key figures and major beliefs of the major religious and philosophical traditions of ancient and classical times Recognize the key figures and major beliefs of the major religious and philosophical traditions of ancient and classical times Topic Post-Classical Societies, 500 C.E. to 1500 C.E. Benchmark SS.6.3.5 Compare post-classical societies, including China at the time of Tang Taizong, the Abbasid dynasty at the time of Harun al-Rashid, the Carolingian Empire at the time of Charlemagne, and the Mali Empire at the time of Mansa Musa Sample Performance Assessment (SPA) The student: Analyzes the major accomplishments of Tang Taizong, Harun-al-Rashid, Charlemange, and Mansa Musa. Rubric Advanced Proficient Compare post-classical societies, making significant connections, insights, and generalizations Compare post-classical Describe post-classical societies, making connections, societies insights, and generalizations Partially Proficient Novice Topic Post-Classical Societies, 500 C.E. to 1500 C.E. Benchmark SS.6.3.6 Describe the trade networks, including the Silk Road and Saharan caravan trade; conflicts, including the Crusades and Mongol conquests; communications; and exchanges, including Chinese inventions and the bubonic plague, that linked the post-classical societies Sample Performance Assessment (SPA) The student: Explains the large scale influence of Silk Road trade networks, Saharan caravan trade, Chinese inventions, Crusades, Mongol conquests, and the bubonic plague. Identify post-classical societies Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, the trade networks, conflicts, communications, and exchanges that linked the post-classical societies Describe, with detail, the trade networks, conflicts, communications, and exchanges that linked the post-classical societies Describe, with minimal detail, the trade networks, conflicts, communications, and exchanges that linked the post-classical societies Ineffectively describe the trade networks, conflicts, communications, and exchanges that linked the post-classical societies Topic Post-Classical Societies, 500 C.E. to 1500 C.E. Benchmark SS.6.3.7 Describe the re-establishment of Chinese imperial rule and the voyages of Zheng He Sample Performance Assessment (SPA) The student: Explains the influence of the Ming Dynasty in Asia. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, the re-establishment of Chinese imperial rule and the importance of the voyages of Zheng He Describe, with detail, the re-establishment of Chinese imperial rule and the voyages of Zheng He Describe, with minimal detail, the re-establishment of Chinese imperial rule and the voyages of Zheng He Ineffectively describe the re-establishment of Chinese imperial rule and the voyages of Zheng He Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 6 / ACCN: No ACCN Topic Post-Classical Societies, 500 C.E. to 1500 C.E. Benchmark SS.6.3.8 Explain the impact of the Renaissance and the European voyages of exploration Sample Performance Assessment (SPA) The student: Explains the concept of humanism and the significance of Leonardo da Vinci and Christopher Columbus. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, the impact of the Renaissance and the European voyages of exploration Explain, with detail, the impact of the Renaissance and the European voyages of exploration Explain, with minimal detail, the impact of the Renaissance and the European voyages of exploration Ineffectively explain the impact of the Renaissance and the European voyages of exploration Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 6 / ACCN: No ACCN Strand Political Science/Civics Standard 4: Political Science/Civics: GOVERNANCE, DEMOCRACY, AND INTERACTION-Understand the purpose and historical impact of political institutions and the similarities and differences in government across cultural perspectives Topic Foundations of Democracy Benchmark SS.6.4.1 Identify the foundations of democracy in classical Greece and Rome Sample Performance Assessment (SPA) The student: Describes the constitutions of Athens and the Roman Republic. Rubric Advanced Proficient Partially Proficient Identify, with clear and precise Identify, with detail, the detail, the foundations of foundations of democracy in democracy in classical Greece classical Greece and Rome and Rome Novice Identify, with minimal detail, the Ineffectively identify the foundations of democracy in foundations of democracy in classical Greece and Rome classical Greece and Rome Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 6 / ACCN: No ACCN Strand Political Science/Civics Standard 5: Political Science/Civics: PARTICIPATION AND CITIZENSHIP-Understand roles, rights (personal, economic, political), and responsibilities of American citizens and exercise them in civic action Topic Benchmark SS.6.5 No benchmark at this level Sample Performance Assessment (SPA) Rubric Advanced Proficient Partially Proficient Converted by HTML2PDF (www.zoomlane.com) Novice Content Area: Social Studies Grade/Course: 6 / ACCN: No ACCN Strand Cultural Anthropology Standard 6: Cultural Anthropology: SYSTEMS, DYNAMICS, AND INQUIRY-Understand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time Topic Cultural Systems and Practices Benchmark SS.6.6.1 Examine the ways in which different cultures have influenced families and communities Sample Performance Assessment (SPA) The student: Compares the role and status of women in China, India, the Islamic World, Europe, and the Pre-Columbian Americas. Rubric Advanced Proficient Partially Proficient Novice Examine the ways in which different cultures have influenced families and communities, making significant connections, insights, and generalizations Examine the ways in which different cultures have influenced families and communities, making connections, insights, and generalizations Examine the ways in which different cultures have influenced families and communities, making weak connections, insights, and generalizations Ineffectively examine the ways in which different cultures have influenced families and communities Topic Cultural Dynamics/Change And Continuity Benchmark SS.6.6.2 Use examples of changing culture to identify and analyze ways to respond to cultural differences and problems within and across groups (e.g., stereotyping, ethics) Sample Performance Assessment (SPA) The student: Explains the evolution of cultural changes and/or problems related to the spread of a major religion through the world (e.g., Judaism, Christianity, Confucianism, Taoism, Buddhism, Hinduism, Islam). Rubric Advanced Proficient Partially Proficient Novice Identify and analyze ways to respond to cultural differences and problems within and across groups, using highly relevant and insightful examples of changing culture Identify and analyze ways to respond to cultural differences and problems within and across groups, using relevant examples of changing culture Identify and describe ways to respond to cultural differences and problems within and across groups, using somewhat relevant examples of changing culture Identify ways to respond to cultural differences and problems within and across groups, using unclear examples of changing culture Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 6 / ACCN: No ACCN Strand Geography Standard 7: Geography: WORLD IN SPATIAL TERMS-Use geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world Topic Places and Regions Benchmark SS.6.7.1 Describe the development of agriculture in the Tigris, Euphrates, and Nile river valleys Sample Performance Assessment (SPA) The student: Explains how environmental conditions influenced the development of ancient societies in Mesopotamia and Egypt. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, the development of agriculture in the Tigris, Euphrates, and Nile river valleys Describe, with detail, the development of agriculture in the Tigris, Euphrates, and Nile river valleys Describe, with minimal detail, the development of agriculture in the Tigris, Euphrates, and Nile river valleys Ineffectively describe the development of agriculture in the Tigris, Euphrates, and Nile river valleys Topic Human Systems Benchmark SS.6.7.2 Describe the impact of printing, the compass, and gunpowder in China and Europe Sample Performance Assessment (SPA) The student: Explains different applications of technological innovations in different lands. Rubric Advanced Proficient Partially Proficient Novice Describe, using relevant and insightful examples, the impact of printing, the compass, and gunpowder in China and Europe Describe, using relevant examples, the impact of printing, the compass, and gunpowder in China and Europe Describe, using weakly connected examples, the impact of printing, the compass, and/or gunpowder in China and Europe Ineffectively describe the impact of printing, the compass, and/or gunpowder in China and Europe Topic Human Systems Benchmark SS.6.7.3 Analyze patterns of cultural encounters and exchanges and assess their impact on societies Sample Performance Assessment (SPA) The student: Assesses the impact of the Crusades in fostering cultural exchange between the East and the West in the areas of technology, food, language, and learning. Rubric Advanced Proficient Analyze patterns of cultural encounters and exchanges and assess their impact on societies, making significant connections, insights, and generalizations Analyze patterns of cultural Describe patterns of cultural encounters and exchanges and encounters and exchanges and assess their impact on their impact on societies societies, making connections, insights, and generalizations Partially Proficient Converted by HTML2PDF (www.zoomlane.com) Novice Ineffectively analyze patterns of cultural encounters and exchanges and their impact on societies Content Area: Social Studies Grade/Course: 6 / ACCN: No ACCN Strand Economics Standard 8: Economics: RESOURCES, MARKETS, AND GOVERNMENT-Understand economic concepts and the characteristics of various economic systems Topic Limited Resources and Choice Benchmark SS.6.8.1 Explain exchanges of salt, gold, and other trade over the trans-Saharan trade routes and the impact of these exchanges Sample Performance Assessment (SPA) The student: Describes reasons societies trade with others. Rubric Advanced Proficient Partially Proficient Novice Explain the exchanges of salt, gold, and other trade over the trans-Saharan trade routes and assess the impact of these exchanges Explain the exchanges of salt, Explain the exchanges of salt, gold, and other trade over the gold, and other trade over the trans-Saharan trade routes and trans-Saharan trade routes explain the impact of these changes Topic Limited Resources and Choice Benchmark SS.6.8.2 Describe, in terms of opportunity cost, why it was so difficult for Christopher Columbus to find financial support for his voyages Sample Performance Assessment (SPA) The student: Explains reasons, in terms of opportunity cost, Christopher Columbus could not find royal support in Portugal for his voyages and why Ferdinand and Isabella of Spain agreed to finance him. Ineffectively explain exchanges of salt, gold, and other trade over the trans-Saharan trade routes Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, and in terms of opportunity cost, why it was so difficult for Christopher Columbus to find financial support for his voyages Describe, with detail, and in terms of opportunity cost, why it was so difficult for Christopher Columbus to find financial support for his voyages Describe, with minimal detail, and in terms of opportunity cost, why it was so difficult for Christopher Columbus to find financial support for his voyages Ineffectively describe in terms of opportunity cost, why it was so difficult for Christopher Columbus to find financial support for his voyages Topic Limited Resources and Choice Benchmark SS.6.8.3 Explain the impact of the exchange of products throughout the Indian Ocean basin from CE 500 to CE 1500 Sample Performance Assessment (SPA) The student: Identifies the various trade items that made their way to lands throughout the Indian Ocean Basin, including silk and porcelain from China, nutmeg and mace from southeast Asia, cotton and pepper from India, and ivory and gold from east Africa, and describes the effects of this trade throughout the Indian Ocean. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, the impact of the exchange of products throughout the Indian Ocean basin from CE 500 to CE 1500 Explain, with detail, the impact of the exchange of products throughout the Indian Ocean basin from CE 500 to CE 1500 Explain, with minimal detail, the impact of the exchange of products throughout the Indian Ocean basin from CE 500 to CE 1500 Ineffectively explain the impact of the exchange of products throughout the Indian Ocean basin from CE 500 to CE 1500 Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 7: History of the Hawaiian Kingdom / ACCN: No ACCN Strand Historical Understanding Standard 1: Historical Understanding: CHANGE, CONTINUITY, AND CAUSALITYUnderstand change and/or continuity and cause and/or effect in history Topic Historical Change and Continuity Benchmark SS.7HHK.1.1 Analyze both change and continuity during unification and the monarchy period Sample Performance Assessment (SPA) The student: Compares ideas (e.g., kapu system), technology (e.g., firearms, ships), and people (foreign advisors) that led to major changes during the unification and monarchy period and justifies their importance within that time period. Rubric Advanced Proficient Partially Proficient Novice Analyze both change and continuity during unification and the monarchy period, making significant connections, insights, and generalizations Analyze both change and continuity during unification and the monarchy period Describe change and/or continuity during unification and the monarchy period Recognize change and/or continuity during unification and the monarchy period Strand Historical Understanding Standard 2: Historical Understanding: INQUIRY, EMPATHY AND PERSPECTIVE Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms Topic Benchmark SS.7HHK.2 No benchmark at this level Sample Performance Assessment (SPA) Rubric Advanced Proficient Strand Partially Proficient Novice History Standard 3: History: HISTORY OF THE HAWAIIAN KINGDOMUnderstand important historical events in the history of the Hawaii Kingdom Topic Unification Benchmark SS.7HHK.3.1 Explain the events (including warfare and land control), people (including Kamehameha, Kekuhaupio, Kalaniopuu, Kiwalao, Keoua, Keawemauhili, Kahekili, Kalanikupule, Davies, and Young), and ideas (including foreign advisors, weaponry, and strategies) that led to the unification of the Hawaiian Islands Sample Performance Assessment (SPA) The student: Explains the sequence of events that led to the unification of the Hawaiian islands. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, people, and ideas that led to the unification of the Hawaiian Islands and Explain, with detail, the events, people, and ideas that led to the unification of the Hawaiian Islands Explain, with minimal detail, the events, people, and ideas that led to the unification of the Hawaiian Islands Ineffectively explain the events, people, and ideas that led to the unification of the Hawaiian Islands elaborate on the role each had in unification Topic Unification Benchmark SS.7HHK.3.2 Describe the effects of unification on the Hawaiian Islands (including establishment of monarchy, peaceful rule of Kamehameha, Mamala Hoe Kanawai, organization of government, and rebuilding of resources) Sample Performance Assessment (SPA) The student: Explains how specific changes occurred in Hawaii due to unification. Rubric Advanced Proficient Describe, with clear and Describe, with detail, the precise detail, the effects of unification on effects of unification on the Hawaiian Islands the Hawaiian Islands Partially Proficient Novice Describe, with minimal detail, the effects of unification on the Hawaiian Islands Ineffectively describe the effects of unification on the Hawaiian Islands Topic Foreigners and Missionaries Benchmark SS.7HHK.3.3 Explain reasons foreigners (including explorers, whalers, traders, and missionaries) came to Hawaii and explain the political (including change in government and roles/power of leaders), social (including the decline of Hawaiian population, Christianity, the establishment of churches/schools, and end of kapu system) and economic (including the rise of mercantilism) impact on Hawaii Sample Performance Assessment (SPA) The student: Describes the coming of foreigners and missionaries to Hawaii, including the reasons for them coming and the effects they had on Hawaii. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, reasons foreigners came to Hawaii and the political, social, and economic impact on Hawaii Explain, with detail, reasons foreigners came to Hawaii and the political, social, and economic impact on Hawaii Explain, with minimal detail, reasons foreigners came to Hawaii and the political, social, and economic impact on Hawaii Ineffectively explain reasons foreigners came to Hawaii and the political, social, and economic impact on Hawaii Topic Sugar and Plantations Benchmark SS.7HHK.3.4 Describe the development of the sugar industry in Hawaii (including the fall of whaling, demand/production of sugar, and plantations) and the economic, social, and political effects it had on Hawaii (including the interest of American businessmen, establishment of Big 5, 1848 Mahele, and immigration of contract laborers). Sample Performance Assessment (SPA) The student: Explains the rise and importance of the sugar industry and the economic, social, and political effect it had on Hawaii. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, the development of the sugar industry in Hawaii and the economic, social, and political effects it had on Hawaii Describe, with detail, the development of the sugar industry in Hawaii and the economic, social, and political effects it had on Hawaii Describe, with minimal detail, the development of the sugar industry in Hawaii and/or the economic, social, and political effects it had on Hawaii Ineffectively describe the development of the sugar industry in Hawaii and the economic, social, and political effects it had on Hawaii Topic Sugar and Plantations Benchmark SS.7HHK.3.5 Describe the coming of early immigrant groups (including Chinese, Portuguese, and Japanese) to Hawaii as contract laborers, their experience in the plantation system, aspects of their culture that was brought with them (including beliefs, knowledge, and/or practices), and the relationships that developed between themselves as well as others (including inequities on the job, cultural diffusion, and/or assimilation) Sample Performance Assessment (SPA) The student: Explains the experiences of immigrant groups in Hawaii and the impact they had in influencing change in Hawaii's culture and society. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, the coming of early immigrant groups to Hawaii as contract laborers, their experience in the plantation system, aspects of their culture that was brought with them, and the relationships that developed between themselves as well as others Describe, with detail, the coming of early immigrant groups to Hawaii as contract laborers, their experience in the plantation system, aspects of their culture that was brought with them, and the relationships that developed between themselves as well as others Describe, with minimal detail, the coming of early immigrant groups to Hawaii as contract laborers, their experience in the plantation system, aspects of their culture that was brought with them, and/or the relationships that developed between themselves as well as others Ineffectively describe the coming of early immigrant groups to Hawaii as contract laborers, their experience in the plantation system, aspects of their culture that was brought with them, and the relationships that developed between themselves as well as others Topic Mahele Benchmark SS.7HHK.3.6 Describe the Mahele of 1848, why it came about, and the social, political, economic effect it had on native Hawaiians and others Sample Performance Assessment (SPA) The student: Explains how Hawaiians and others were impacted by the 1848 Mahele. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, the Mahele of 1848, why it came about, and the social, political, economic effect it had on native Hawaiians and others Describe, with detail, the Mahele of 1848, why it came about, and the social, political, economic effect it had on native Hawaiians and others Describe, with minimal detail, the Mahele of 1848, why it came about, and/or the social, political, economic effect it had on native Hawaiians and others Ineffectively describe the Mahele of 1848, why it came about, and/or the social, political, economic effect it had on native Hawaiians and others Topic Overthrow Benchmark SS.7HHK.3.7 Analyze the roles of significant individuals (including King David Kalakaua, Robert Wilcox, Queen Liliuokalani, Sanford B. Dole, Lorrin A. Thurston, and Minister Stevens) and groups (including Annexationist/Committee of Public Safety, Aloha Aina, and American businessmen) and their involvement in the Overthrow Sample Performance Assessment (SPA) The student: Analyzes how the Overthrow was the consequence of the actions and ideas of individuals and groups. Rubric Advanced Proficient Partially Proficient Novice Analyze the roles of significant individuals and groups and their involvement in the Overthrow, using compelling and relevant evidence to justify position Analyze the roles of significant individuals and groups and their involvement in the Overthrow, using relevant evidence to justify position Describe the roles of significant individuals and groups and their involvement in the Overthrow Identify the significant individuals and groups that were involved in the Overthrow Strand Political Science/Civics Standard 4: Political Science/Civics: GOVERNANCE, DEMOCRACY, AND INTERACTION Understand the purpose and historical impact of political institutions, the principles and values of American constitutional democracy, and the similarities and differences in government across cultural perspectives Topic Benchmark SS.7HHK.4 No benchmark at this level Sample Performance Assessment (SPA) Rubric Advanced Proficient Strand Partially Proficient Novice Political Science/Civics Standard 5: Political Science/Civics: PARTICIPATION AND CITIZENSHIPUnderstand roles, rights (personal, economic, political), and responsibilities of American citizens and exercise them in civic action Topic Benchmark SS.7HHK.5 No benchmark at this level Sample Performance Assessment (SPA) Rubric Advanced Proficient Strand Partially Proficient Novice Cultural Anthropology Standard 6: Cultural Anthropology: SYSTEMS, DYNAMICS, AND INQUIRYUnderstand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time Topic Benchmark SS.7HHK.6 No benchmark at this level Sample Performance Assessment (SPA) Rubric Advanced Proficient Strand Partially Proficient Novice Geography Standard 7: Geography: WORLD IN SPATIAL TERMSUse geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world Topic Human and Physical Characteristics in Spatial Terms Benchmark SS.7HHK.7.1 Analyze the relationship between economic activities, their location, and the physical characteristics of a given place (including businesses, plantations, and trading) Sample Performance Assessment (SPA) The student: Traces the economic growth and development of a specific place and/or urban area over time and hypothesizes how the location and physical characteristics of place have contributed to its unique development. Rubric Advanced Proficient Partially Proficient Novice Analyze the relationship between economic activities, their location, and the physical characteristics of a given place, using compelling and relevant evidence to justify the analysis Analyze the relationship between economic activities, their location, and the physical characteristics of a given place, using relevant evidence to justify the analysis Strand Explain the relationship between economic activities, their location, and the physical characteristics of a given place Name economic activities of a given place Economics Standard 8: Economics: RESOURCES, MARKETS, AND GOVERNMENTUnderstand economic concepts and the characteristics of various economic systems Topic Role and Function of markets Benchmark SS.7HHK.8.1 Explain how prices and products (including sandalwood, whales, and sugar) were affected by the interactions between producers in Hawaii and global buyers in this era Sample Performance Assessment (SPA) The student: Describes how prices and products were affected by consumers and producers in this era. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, how prices and products were affected by the interactions between producers in Hawaii and global buyers Explain, with detail, how prices and products were affected by the interactions between producers in Hawaii and global buyers Explain, with minimal detail, how prices and products were affected by the interactions between producers in Hawaii and global buyers Ineffectively explain how prices and products were affected by the interactions between producers in Hawaii and global buyers Topic International Economics Benchmark SS.7HHK.8.2 Describe how trade between Hawaii and other countries is affected by regulations Sample Performance Assessment (SPA) The student: Explains the effect of taxes and/or treaties (e.g., Reciprocity Treaty) on trade between Hawaii and the United States. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, how trade between Hawaii and other countries are affected by regulations Describe, with detail, how trade between Hawaii and other countries are affected by regulations Describe, with minimal detail, how trade between Hawaii and other countries are affected by regulations Ineffectively describe how trade between Hawaii and other countries are affected by regulations Content Area: Social Studies Grade/Course: 7: Pacific Islands / ACCN: No ACCN Strand Historical Understanding Standard 1: Historical Understanding: CHANGE, CONTINUITY, AND CAUSALITYUnderstand change and/or continuity and cause and/or effect in history Topic Benchmark SS.7PI.1 No benchmark at this level Sample Performance Assessment (SPA) Rubric Advanced Proficient Strand Partially Proficient Novice Historical Understanding Standard 2: Historical Understanding: INQUIRY, EMPATHY AND PERSPECTIVE Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms Topic Benchmark SS.7PI.2 No benchmark at this level Sample Performance Assessment (SPA) Rubric Advanced Proficient Strand Partially Proficient Novice History Standard 3: History: PACIFIC ISLANDSUnderstand important historical events in the Pacific region Topic European Contact and Colonization Explain why foreigners (including explorers, traders, whalers, and missionaries) came to Oceania and examine the resultant political (including Benchmark SS.7PI.3.1 colonization), social (including decline of population and demise of culture), and economic (including trade and diminishing resources) impact on the indigenous people Sample Performance Assessment (SPA) The student: Explains beliefs and ideas of Europeans that led to exploration and colonization and the political, social, and economic impact of such exploration on Polynesia, Micronesia, and Melanesia Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, why foreigners came to Oceania and examine the resultant political, social, and economic impact on the indigenous people, making significant connections, insights, and generalizations Explain, with detail, why foreigners came to Oceania and examine the resultant political, social and economic impact on the indigenous people, making connections, insights, and generalizations Explain, with minimal detail, why foreigners came to Oceania and examine the resultant political, social and/or economic impact on the indigenous people Ineffectively explain why foreigners came to Oceania and examine the resultant political, social and/or economic impact on the indigenous people Topic European Contact and Colonization Analyze conflicting beliefs, values, and norms of the indigenous populations Benchmark SS.7PI.3.2 and the European explorers/settlers and explain the impact of those differences Sample Performance Assessment (SPA) The student: Compares the beliefs, norms, and values of Pacific Islanders (e.g., New Guinea, Guam, Fiji, Soloman Islands, Samoa) with those of European explorers, traders, whalers, and missionaries (e.g., English, French, Dutch, German, Portuguese) and makes inferences about how these differences affected interactions between the groups. Rubric Advanced Proficient Partially Proficient Novice Analyze, using compelling evidence, conflicting beliefs, values, and norms of the indigenous populations and the European explorers/settlers and the impact of those differences Analyze conflicting beliefs, values, and norms of the indigenous populations and the European explorers/settlers and explain the impact of those differences Explain the beliefs, values, and norms of the indigenous populations and the European explorers/settlers Identify the beliefs, values, and norms of the indigenous populations and the European explorers/settlers Topic Government Trace the development/evolution of government systems in Oceania from precontact to present (including colonization, protectorate, trust territory, Benchmark SS.7PI.3.3 territory, commonwealth, selfgoverning, freeassociation, and independent) and explain the effects of the changes Sample Performance Assessment (SPA) The student: Describes the history of governance of the islands through different periods and identifies changes to the islands that resulted from changes in government. Rubric Advanced Proficient Partially Proficient Novice Trace the development/evolution of government systems in Oceania from pre contact to present and evaluate the effects of the changes, making significant connections, insights, and generalizations. Trace the development/evolution of government systems in Oceania from pre contact to present and explain the effects of the changes, making connections, insights, and generalizations Trace the development/evolution of government systems in Oceania from pre contact to present Ineffectively trace the development/evolution of government systems in Oceania from pre contact to present Topic Government Analyze the roles and responsibilities of contemporary governments Benchmark SS.7PI.3.4 (including monarchy, free association, trust territory and independence) in the Pacific Islands and how they are similar or different Sample Performance Assessment (SPA) The student: Compares the various governments experienced by many Pacific Islands, including similarities and differences in each government's roles and responsibilities. Rubric Advanced Proficient Partially Proficient Novice Analyze, using evidence, the roles and responsibilities of contemporary governments in the Analyze the roles and responsibilities of contemporary governments in the Pacific Islands and how Explain the roles and responsibilities of contemporary governments in the Pacific Islands Identify the roles and responsibilities of contemporary governments in the Pacific Islands Pacific Islands and how they are similar or they are similar or different different Topic United States and The Pacific Islands Benchmark SS.7PI.3.5 Describe the cultural and political relationship between the United States and one of the Pacific Islands, including interactions between the two Sample Performance Assessment (SPA) The student: Explains the interactions and changing relationships between the United States and the Pacific Islands, including nuclear testing, tourism, water rights, economic activities, and political status. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, the cultural and political relationship between the United States and one of the Pacific Islands, including interactions between the two Describe, with detail, the cultural and political relationship between the United States and one of the Pacific Islands, including interactions between the two Describe, with minimal detail, the cultural and political relationship between the United States and one of the Pacific Islands, including interactions between the two Ineffectively describe the cultural and political relationship between the United States and one of the Pacific Islands, including interactions between the two Topic Contemporary Issues in The Pacific Islands Examine current issues or problems facing contemporary Polynesia, Benchmark SS.7PI.3.6 Micronesia, and Melanesia and propose solutions to them based on research Sample Performance Assessment (SPA) The student: Analyzes a variety of current issues facing the Pacific Island group (e.g., issues of ethnicity, tourism, health, education, economic activities and the environment, nuclear aftermath) and suggests possible solutions based on research. Rubric Advanced Proficient Partially Proficient Novice Examine current issues or problems facing contemporary Polynesia, Micronesia, and Melanesia and propose relevant an insightful solutions based on research Examine current issues or problems facing contemporary Polynesia, Micronesia, and Melanesia and propose relevant solutions based on research Examine current issues or problems facing contemporary Polynesia, Micronesia, and Melanesia and propose irrelevant solutions List current issues or problems facing contemporary Polynesia, Micronesia, and Melanesia Strand Political Science/Civics Standard 4: Political Science/Civics: GOVERNANCE, DEMOCRACY, AND INTERACTION Understand the purpose and historical impact of political institutions, the principles and values of American constitutional democracy, and the similarities and differences in government across cultural perspectives Topic Benchmark SS.7PI.4 No benchmark at this level Sample Performance Assessment (SPA) Rubric Advanced Strand Proficient Partially Proficient Novice Political Science/Civics Standard 5: Political Science/Civics: PARTICIPATION AND CITIZENSHIPUnderstand roles, rights (personal, economic, political), and responsibilities of American citizens and exercise them in civic action Topic Benchmark SS.7PI.5 No benchmark at this level Sample Performance Assessment (SPA) Rubric Advanced Proficient Strand Partially Proficient Novice Cultural Anthropology Standard 6: Cultural Anthropology: SYSTEMS, DYNAMICS, AND INQUIRYUnderstand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time Topic Cultural Diversity and Unity Compare conditions and motivations that contribute to conflict, cooperation, Benchmark SS.7PI.6.1 or interdependence among the islands of Polynesia, Micronesia, and Melanesia or between the islands and the United States Sample Performance Assessment (SPA) The student: Investigates economic, social, political, or military conditions that have contributed to conflict, cooperation, and interdependence among the Pacific Islands and/or the United States. Rubric Advanced Proficient Partially Proficient Novice Compare conditions and motivations that contribute to conflict, cooperation, or interdependence among the islands of Polynesia, Micronesia, and Melanesia or between the islands and the United States, making significant connections, insights, and generalizations Compare conditions and motivations that contribute to conflict, cooperation, or interdependence among the islands of Polynesia, Micronesia, and Melanesia or between the islands and the United States, making connections, insights, and generalizations Explain conditions and motivations that contribute to conflict, cooperation, or interdependence among the islands of Polynesia, Micronesia, and Melanesia or between the islands and the United States Name conditions and motivations that contribute to conflict, cooperation, or interdependence among the islands of Polynesia, Micronesia, and Melanesia or between the islands and the United States Strand Geography Standard 7: Geography: WORLD IN SPATIAL TERMSUse geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world Topic World in Spatial Terms Use geographic representations such as maps or models to explain population distribution and the physical and human characteristics of places Benchmark SS.7PI.7.1 in Oceania, including landforms, natural resources, climate, river, lakes, bridges, dams, roads, and buildings Sample Performance Assessment (SPA) The student: Explains whether or not a pattern exists when comparing population and settlement to the physical and human characteristics of a place in Oceania. Rubric Advanced Proficient Partially Proficient Novice Use geographic representations such as maps or models to explain population Use geographic representations such as maps or models to explain population Use geographic representations such as maps or models to explain population Use geographic representations such as maps or models to explain population distribution and the physical and human characteristics of places in Oceania, drawing significant conclusions about them, with accuracy distribution and the physical and human characteristics of places in Oceania, drawing conclusions about them, with no significant errors distribution and the physical and human characteristics of places in Oceania, drawing conclusions about them, with a few significant errors distribution and the physical and human characteristics of places in Oceania, drawing conclusions about them, with many significant errors Topic Human and Physical Characteristics in Spatial Terms Benchmark SS.7PI.7.2 Describe demographic patterns and how they affect places Sample Performance Assessment (SPA) The student: Explains how demographics (e.g., birth and death rates, population growth) can be used to understand changes in society, and the difficulty of obtaining this data in Polynesia, Micronesia, and Melanesia. Rubric Advanced Proficient Describe, with clear and Describe, with detail, precise detail, how how demographic demographic patterns patterns affect places affect places Topic Partially Proficient Novice Describe, with minimal Ineffectively describe detail, how demographic how demographic patterns affect places patterns affect places Human and Physical Characteristics in Spatial Terms Analyze important economic activities and explain the relationship between these activities and the physical (including natural resources, land forms, Benchmark SS.7PI.7.3 and waterways) and human (including bridges, canals, and roads) characteristics of places in Oceania Sample Performance Assessment (SPA) The student: Analyzes the relationship between economic activities, their location, and the physical and human characteristics of a given place in Polynesia, Micronesia, and Melanesia. Rubric Advanced Proficient Partially Proficient Novice Compare important economic activities and explain the relationship between these activities and the physical and human characteristics of places in Oceania, making significant connections, insights, and generalizations Analyze important economic activities and explain the relationship between these activities and the physical and human characteristics of places in Oceania Name important economic activities and explain the relationship between these activities and the physical and/or human characteristics of places in Oceania Recognize important economic activities and ineffectively explain the relationship between these activities and the physical and/or human characteristics of places in Oceania Strand Economics Standard 8: Economics: RESOURCES, MARKETS, AND GOVERNMENTUnderstand economic concepts and the characteristics of various economic systems Topic Benchmark SS.7PI.8 No benchmark at this level Sample Performance Assessment (SPA) Rubric Advanced Proficient Partially Proficient Novice Content Area: Social Studies Grade/Course: 8 / ACCN: No ACCN Strand Historical Understanding Standard 1: Historical Understanding: CHANGE, CONTINUITY, AND CAUSALITY-Understand change and/or continuity and cause and/or effect in history Topic Benchmark SS.8.1 No benchmark at this level Sample Performance Assessment (SPA) Rubric Advanced Proficient Partially Proficient Novice Topic Historical Sources Benchmark SS.8.2.1 Differentiate between primary and secondary sources, understanding the potential and limitations of each Sample Performance Assessment (SPA) The student: Determines the advantages and disadvantages of primary sources (e.g., first-hand account, but it is subjective) and secondary sources (e.g., information synthesized by expert but limited by his/her perspective). Rubric Advanced Proficient Partially Proficient Analyze primary and secondary sources, describing, with clear and precise detail, the potential and limitations of each Differentiate between primary and secondary sources, describing the potential and limitations of each Explain the difference between Recognize examples of primary and secondary sources primary and secondary sources Converted by HTML2PDF (www.zoomlane.com) Novice Content Area: Social Studies Grade/Course: 8 / ACCN: No ACCN Strand Historical Understanding Standard 2: Historical Understanding: INQUIRY, EMPATHY AND PERSPECTIVE- Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms Topic Historical Perspectives and Interpretations Benchmark SS.8.2.2 Describe why different people may have different perspectives of the same historical event and multiple interpretations should be considered in order to avoid historical linearity and inevitability Sample Performance Assessment (SPA) The student: Explains how different perspectives on events leads to a variety of interpretations (e.g., the difference between "The Civil War," "The War Between the States," and the "War of Northern Aggression"). Rubric Advanced Proficient Partially Proficient Novice Describe, using relevant and insightful examples, why different people may have different perspectives of the same historical event and multiple interpretations should be considered in order to avoid historical linearity and inevitability Describe, using relevant examples, why different people may have different perspectives of the same historical event and multiple interpretations should be considered in order to avoid historical linearity and inevitability Describe, using weakly connected examples, why different people may have different perspectives of the same historical event and multiple interpretations should be considered in order to avoid historical linearity and inevitability Ineffectively describe why different people may have different perspectives of the same historical event and multiple interpretations should be considered in order to avoid historical linearity and inevitability Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 8 / ACCN: No ACCN Strand History Standard 3: History: UNITED STATES HISTORY-Understand important historical events in the Post-Revolutionary war through Reconstruction era (including second great awakening and westward expansion) Topic The Constitution Benchmark SS.8.3.1 Explain the problems of the national government under the Articles of Confederation that led to the Constitutional Convention of 1787 Sample Performance Assessment (SPA) The student: Describes why the Articles of Confederation created a weak central government (e.g., inability to tax and the lack of an executive branch) and led to calls for amending the Articles. Rubric Advanced Proficient Partially Proficient Novice Analyze the problems of the national government under the Articles of Confederation that led to the Constitutional Convention of 1787 Explain the problems of the national government under the Articles of Confederation that led to the Constitutional Convention of 1787 Describe the problems of the national government under the Articles of Confederation that led to the Constitutional Convention of 1787 Recognize the problems of the national government under the Articles of Confederation that led to the Constitutional Convention of 1787 Topic The Constitution Benchmark SS.8.3.2 Describe the controversies (including large states versus small states and slavery) and the compromises that resolved them (including the Great Compromise and the Three-Fifths Compromise) at the Constitutional Convention Sample Performance Assessment (SPA) The student: Explains why controversies arose and how they were resolved by compromises at the Constitutional Convention. Rubric Advanced Proficient Partially Proficient Novice Describe the controversies and the compromises that resolved them at the Constitutional Convention, with accuracy Describe the controversies and the compromises that resolved them at the Constitutional Convention, with no significant errors Describe the controversies and the compromises that resolved them at the Constitutional Convention, with a few significant errors Describe the controversies and/or the compromises that resolved them at the Constitutional Convention, with many significant errors Topic The Constitution Benchmark SS.8.3.3 Describe the ideas and principles (including checks and balances, separation of powers, representative democracy) of the Constitution Sample Performance Assessment (SPA) The student: Identifies the ideas and principles of the Constitution and provides a specific example of how one branch of government can check the powers of another branch (e.g., veto, judicial review, war powers). Rubric Advanced Proficient Partially Proficient Describe, with clear and precise detail, the ideas and principles of the Constitution Describe, with detail, the ideas Describe, with minimal detail, and principles of the the ideas and principles of the Constitution Constitution Converted by HTML2PDF (www.zoomlane.com) Novice Ineffectively describe the ideas and principles of the Constitution Content Area: Social Studies Grade/Course: 8 / ACCN: No ACCN Topic The Constitution Benchmark SS.8.3.4 Explain the controversies over the ratification of the Constitution Sample Performance Assessment (SPA) The student: Describes the reasons given by the Federalists for supporting ratification (e.g., the need for a strong central government) and reasons given by the Anti-federalists for opposing it (e.g., fear of a strong central government). Rubric Advanced Proficient Partially Proficient Explain, with clear and precise detail, the controversies over the ratification of the Constitution Explain, with detail, the controversies over the ratification of the Constitution Explain, with minimal detail, the Ineffectively explain the controversies over the controversies over the ratification of the Constitution ratification of the Constitution Novice Topic Early American Society Benchmark SS.8.3.5 Explain how the Bill of Rights places limitations on the federal government Sample Performance Assessment (SPA) The student: Describes how limitations placed on government by the Bill of Rights secure individual liberties (e.g., free speech, religious liberties, rights of the accused). Rubric Advanced Proficient Explain, with clear and precise detail, how the Bill of Rights places limitations on the federal government Explain, with detail, how the Bill Explain, with minimal detail, of Rights places limitations on how the Bill of Rights places the federal government limitations on the federal government Partially Proficient Novice Topic Early Government of The United States Benchmark SS.8.3.6 Describe the emergence of the two party system (including Washington's farewell address and the election of 1800) Sample Performance Assessment (SPA) The student: Explains why, in spite of Washington's warning against political factions in his farewell address, a two-party system emerged by the election of 1800 and manifested itself in the Alien and Sedition Acts. Ineffectively explain how the Bill of Rights places limitations on the federal government Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, the emergence of the two party system Describe, with detail, the emergence of the two party system Describe, with minimal detail, Ineffectively describe the the emergence of the two party emergence of the two party system system Topic Early Government of The United States Benchmark SS.8.3.7 Describe significant events and changes associated with Andrew Jackson's presidency (including Jackson's stance on Indian removal issues and Jacksonian democracy) Sample Performance Assessment (SPA) The student: Explains the reasons Andrew Jackson ordered the Indian removal. Rubric Advanced Proficient Partially Proficient Analyze significant events and changes associated with Andrew Jackson's presidency Describe significant events and Identify significant events and changes associated with changes associated with Andrew Jackson's presidency Andrew Jackson's presidency Converted by HTML2PDF (www.zoomlane.com) Novice Identify, with assistance, significant events and changes associated with Andrew Jackson's presidency Content Area: Social Studies Grade/Course: 8 / ACCN: No ACCN Topic Early American Society Benchmark SS.8.3.8 Examine the impact of the Seneca Falls Convention and major abolitionists, including Frederick Douglass and William Lloyd Garrison Sample Performance Assessment (SPA) The student: Analyzes how the reform movements of the first half of the 19th century (i.e. abolitionism and women's movement) affected American society. Rubric Advanced Proficient Partially Proficient Novice Examine the impact of the Seneca Falls Convention and major abolitionists, making significant connections, insights, and generalizations Examine the impact of the Seneca Falls Convention and major abolitionists, making connections, insights, and generalizations Describe the impact of the Seneca Falls Convention and major abolitionists Ineffectively describe the impact of the Seneca Falls Convention and major abolitionists Topic Early American Society Benchmark SS.8.3.9 Describe how the development of technology in the first half of the 19th century had an impact on American life Sample Performance Assessment (SPA) The student: Explains how the steamboat, cotton gin, and railroads contributed to the growth of the economy and impacted the lives of American people. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, how the development of technology in the first half of the 19th century had an impact on American life Describe, with detail, how the development of technology in the first half of the 19th century had an impact on American life Describe, with minimal detail, how the development of technology in the first half of the 19th century had an impact on American life Ineffectively describe how the development of technology in the first half of the 19th century had an impact on American life Topic Westward Expansion Benchmark SS.8.3.10 Examine how and why the United States became a continental nation through westward expansion Sample Performance Assessment (SPA) The student: Analyzes how certain ideas and events contributed to Westward Expansion (e.g., the Louisiana Purchase, Indian removals, and the Mexican American War). Rubric Advanced Proficient Partially Proficient Novice Analyze how and why the United States became a continental nation through westward expansion Explain how and why the United States became a continental nation through westward expansion Name events that led to the United States becoming a continental nation through westward expansion Recognize examples of events that led to the United States becoming a continental nation through westward expansion Topic Antebellum America Benchmark SS. 8.3.11 Explain the sectionalism that emerged in the first half of the 19th century Sample Performance Assessment (SPA) The student: Describes how slavery and tariffs increased tensions between northern and southern states. Rubric Advanced Proficient Explain, with clear and precise detail, the sectionalism that emerged in the first half of the 19th century Explain, with detail, the Explain, with minimal detail, the Ineffectively explain the sectionalism that emerged in sectionalism that emerged in sectionalism that emerged in the first half of the 19th century the first half of the 19th century the first half of the 19th century Partially Proficient Converted by HTML2PDF (www.zoomlane.com) Novice Content Area: Social Studies Grade/Course: 8 / ACCN: No ACCN Topic Civil War Benchmark SS.8.3.12 Explain how the key issues and events after the Mexican War relate to the outbreak of the Civil War Sample Performance Assessment (SPA) The student: Describes how issues and events such as slavery in the territories, the fugitive slave law, "Bleeding Kansas," the Dred Scott decision, the election of 1860, and the secession crisis led to the Civil War. Rubric Advanced Proficient Partially Proficient Novice Compare how the key issues and events after the Mexican War relate to the outbreak of the Civil War, making significant connections, insights, and generalizations Explain how the key issues and events after the Mexican War relate to the outbreak of the Civil War Name the key issues and events after the Mexican War that relate to the outbreak of the Civil War Recognize examples of the key issues and events after the Mexican War that relate to the outbreak of the Civil War Topic Civil War Benchmark SS.8.3.13 Explain the major factors that determined the outcome of the Civil War (including leaders, resources, and key battles) Sample Performance Assessment (SPA) The student: Describes leaders (e.g., Lincoln, Grant, Jackson, and Lee), resources, (e.g., population and industrial capacity), and key battles (Antietam, Chancellorsville, Gettysburg) and the role they played in the Civil War. Rubric Advanced Proficient Partially Proficient Novice Compare the major factors that Explain the major factors that Name the major factors that Recognize the major factors determined the outcome of the determined the outcome of the determined the outcome of the that determined the outcome of Civil War Civil War Civil War the Civil War Topic Reconstruction Benchmark SS.8.3.14 Analyze the Reconstruction plan of President Lincoln and that of the congressional Republicans Sample Performance Assessment (SPA) The student: Compares Lincoln's conciliatory policy for readmitting the former Confederate states into the Union with that of the more punitive plan of congressional Republicans. Rubric Advanced Proficient Partially Proficient Novice Analyze the Reconstruction plan of President Lincoln and that of the congressional Republicans, drawing relevant and insightful conclusions about each Analyze the Reconstruction plan of President Lincoln and that of the congressional Republicans, drawing relevant conclusions about each Explain the Reconstruction plan of President Lincoln and that of the congressional Republicans Ineffectively explain the Reconstruction plan of President Lincoln and that of the congressional Republicans Topic Reconstruction Benchmark SS.8.3.15 Explain the impact of the Civil War on African Americans Sample Performance Assessment (SPA) The student: Describes how the lives of African American were affected by constitutional amendments (e.g., 13th, 14th, 15th) and the actions of southern whites. (e.g., Black Codes, the Ku Klux Klan, and Jim Crow laws). Rubric Advanced Proficient Partially Proficient Assess the impact of the Civil War on African Americans, making significant connections, insights, and generalizations Explain the impact of the Civil War on African Americans, making connections, insights, and generalizations Describe the impact of the Civil Ineffectively describe the War on African Americans impact of the Civil War on African Americans Converted by HTML2PDF (www.zoomlane.com) Novice Content Area: Social Studies Grade/Course: 8 / ACCN: No ACCN Strand Political Science/Civics Standard 4: Political Science/Civics: GOVERNANCE, DEMOCRACY, AND INTERACTION-Understand the purpose and historical impact of political institutions, the principles and values of American constitutional democracy, and the similarities and differences in government across cultural perspectives Topic Governance, Power and Authority Benchmark SS.8.4.1 Describe the purpose and structures of the three branches of the federal government Sample Performance Assessment (SPA) The student: Identifies the main functions (e.g., legislative, executive, and judicial) and structures (e.g., two houses of Congress, president and Executive departments, and levels of courts) of the three branches. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, the purpose and structures of the three branches of the federal government Describe, with detail, the purpose and structures of the three branches of the federal government Describe, with minimal detail, the purpose and structures of the three branches of the federal government Ineffectively describe the purpose and structures of the three branches of the federal government Topic Global Cooperation, Conflict, and Interdependence Benchmark SS.8.4.2 Explain United States foreign policy as reflected in the Monroe Doctrine Sample Performance Assessment (SPA) The student: Describes how the United States enforced the Monroe Doctrine (e.g., French intervention in Mexico in the 1860's). Rubric Advanced Proficient Partially Proficient Analyze United States foreign policy as reflected in the Monroe Doctrine, making significant connections, insights and generalizations Explain United States foreign policy as reflected in the Monroe Doctrine, making connections, insights and generalizations Describe United States foreign Ineffectively describe United policy as reflected in the States foreign policy as Monroe Doctrine reflected in the Monroe Doctrine Novice Topic Global Cooperation, Conflict, and Interdependence Benchmark SS.8.4.3 Describe the influences of America on other nations and/or organizations and vice versa (including French and Spanish interests at the start of the Lewis and Clark Expedition and the impact of the Indian removals) Sample Performance Assessment (SPA) The student: Explains how America's influence on other nations and their influence on America affected specific events during the westward expansion. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, the influences of America on other nations and/or organizations and vice versa Describe, with detail, the influences of America on other nations and/or organizations and vice versa Describe, with minimal detail, the influences of America on other nations and/or organizations and vice versa Ineffectively describe the influences of America on other nations and/or organizations and vice versa Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 8 / ACCN: No ACCN Strand Political Science/Civics Standard 5: Political Science/Civics: PARTICIPATION AND CITIZENSHIP-Understand roles, rights (personal, economic, political), and responsibilities of American citizens and exercise them in civic action Topic Citizenship and Participation Benchmark SS.8.5.1 Explain the responsibilities of citizens in a representative democracy Sample Performance Assessment (SPA) The student: Describes why we need to fulfill the responsibilities of citizenship (e.g., obey the law, pay taxes, don't infringe on the rights of others). Rubric Advanced Proficient Partially Proficient Explain, with clear and precise detail, the responsibilities of citizens in a representative democracy Explain, with detail, the responsibilities of citizens in a representative democracy Explain, with minimal detail, the Ineffectively explain the responsibilities of citizens in a responsibilities of citizens in a representative democracy representative democracy Converted by HTML2PDF (www.zoomlane.com) Novice Content Area: Social Studies Grade/Course: 8 / ACCN: No ACCN Strand Cultural Anthropology Standard 6: Cultural Anthropology: SYSTEMS, DYNAMICS, AND INQUIRY-Understand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time Topic Benchmark SS.8.6 No benchmark at this level Sample Performance Assessment (SPA) Rubric Advanced Proficient Partially Proficient Converted by HTML2PDF (www.zoomlane.com) Novice Content Area: Social Studies Grade/Course: 8 / ACCN: No ACCN Strand Geography Standard 7: Geography: WORLD IN SPATIAL TERMS-Use geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world Topic Benchmark SS.8.7 No benchmark at this level Sample Performance Assessment (SPA) Rubric Advanced Proficient Partially Proficient Converted by HTML2PDF (www.zoomlane.com) Novice Content Area: Social Studies Grade/Course: 8 / ACCN: No ACCN Strand Economics Standard 8: Economics: RESOURCES, MARKETS, AND GOVERNMENT-Understand economic concepts and the characteristics of various economic systems Topic Limited Resources and Choice Benchmark SS.8.8.1 Explain productivity in terms of output per worker, hour, machine, or unit of land, and its effects on standards of living in 18th and/or 19th century America Sample Performance Assessment (SPA) The student: Describes how an invention during the 18th or 19th century increased productivity and had an impact on the standard of living in the United States (e.g., McCormick reaper on farming). Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, productivity and its effects on standards of living in 18th and/or 19th century America Explain, with detail, productivity and its effects on standards of living in 18th and/or 19th century America Explain, with minimal detail, productivity and its effects on standards of living in 18th and/or 19th century America Ineffectively explain productivity and its effects on standards of living in 18th and/or 19th century America Topic Role and Function of Markets Benchmark SS.8.8.2 Describe the factors that influence production and consumption decisions in a market system Sample Performance Assessment (SPA) The student: Explains how the revolution in the English textile industry caused the increase of cotton production in the American south. Rubric Advanced Proficient Partially Proficient Novice Describe, with accuracy, the factors that influence production and consumption decisions in a market system Describe, with no significant errors, the factors that influence production and consumption decisions in a market system Describe, with a few significant errors, the factors that influence production and consumption decisions in a market system Describe, with many significant errors, the factors that influence production and consumption decisions in a market system Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 9: Participation in a Democracy / ACCN: No ACCN Strand Historical Understanding Standard 1: Historical Understanding: CHANGE, CONTINUITY, AND CAUSALITYUnderstand change and/or continuity and cause and/or effect in history Topic Benchmark SS.9PD.1 No benchmark at this level Sample Performance Assessment (SPA) Rubric Advanced Proficient Strand Partially Proficient Novice Historical Understanding Standard 2: Historical Understanding: INQUIRY, EMPATHY AND PERSPECTIVE Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms Topic Benchmark SS.9PD.2 No benchmark at this level Sample Performance Assessment (SPA) Rubric Advanced Proficient Strand Partially Proficient Novice History Standard 3: History: PARTICIPATION IN A DEMOCRACYUnderstand important historical events and ideas related to the development of civics and political science Topic Enlightenment Benchmark SS.9PD.3.1 Describe how ideas of the Enlightenment influenced the American political system Sample Performance Assessment (SPA) The student: Explains how the Enlightenment ideas of natural rights, limited government, separation of powers, and social contract are expressed in the Declaration of Independence and/or the American Constitution. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, how ideas of the Enlightenment influenced the American political system Describe, with detail, how ideas of the Enlightenment influenced the American political system Describe, with minimal detail, how ideas of the Enlightenment influenced the American political system Ineffectively describe how ideas of the Enlightenment influenced the American political system Topic Early Historical Events Benchmark SS.9PD.3.2 Describe how historical events and ideas have influenced American constitutional democracy Sample Performance Assessment (SPA) The student: Explains how classical republicanism, the Magna Carta, the English Bill of Rights, and the Declaration of Independence influenced American constitutional democracy. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, how historical events and ideas have influenced American constitutional democracy Describe, with detail, how historical events and ideas have influenced American constitutional democracy Describe, with minimal detail, how historical events and ideas have influenced American constitutional democracy Ineffectively describe how historical events and ideas have influenced American constitutional democracy Topic Historical Challenges to the Constitution Benchmark SS.9PD.3.3 Describe how historical challenges to the Constitution over time have resulted in new interpretations of free speech, free press, privacy, civil rights, and voting rights Sample Performance Assessment (SPA) The student: Explains how the Supreme Court interpreted free speech, free, press, civil rights, and the right to vote, over time. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, how historical challenges to the Constitution over time have resulted in new interpretations of free speech, free press, privacy, civil rights, and voting rights Describe, with detail, how historical challenges to the Constitution over time have resulted in new interpretations of free speech, free press, privacy, civil rights, and voting rights Describe, with minimal detail, how historical challenges to the Constitution over time have resulted in new interpretations of free speech, free press, privacy, civil rights, and voting rights Ineffectively describe how historical challenges to the Constitution over time have resulted in new interpretations of free speech, free press, privacy, civil rights, and voting rights Strand Political Science/Civics Standard 4: Political Science/Civics: GOVERNANCE, DEMOCRACY, AND INTERACTION Understand the purpose and historical impact of political institutions, the principles and values of American constitutional democracy, and the similarities and differences in government across cultural perspectives Topic Political Institutions: Governance, Power, and Authority Benchmark SS.9PD.4.1 Explain how governments derive authority Sample Performance Assessment (SPA) The student: Chooses an example of government action and describes the basis of the government's authority to act (e.g., Constitution, Divine law, international law, military strength, rule of law). Rubric Advanced Proficient Partially Proficient Novice Compare the ways in which governments derive authority Explain how governments derive authority Name sources of government authority Recognize that governments have authority Topic Political Institutions: Governance, Power, and Authority Benchmark SS.9PD.4.2 Describe how the American Constitution embodies the principles of rule of law, popular sovereignty, separation of powers, checks and balances, and limited government Sample Performance Assessment (SPA) The student: Provides specific examples of constitutional principles embodied by the Constitution and explains them. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, how the American Constitution embodies the principles Describe, with detail, how the American Constitution embodies the principles of rule of Describe, with minimal detail, how the American Constitution embodies the principles Ineffectively describe how the American Constitution embodies the principles of rule of of rule of law, popular sovereignty, separation of powers, checks and balances, and limited government law, popular sovereignty, separation of powers, checks and balances, and limited government of rule of law, popular sovereignty, separation of powers, checks and balances, and limited government law, popular sovereignty, separation of powers, checks and balances, and limited government Topic Political Institutions: Governance, Power, and Authority Benchmark SS.9PD.4.3 Assess the extent to which the American values of common good, equality of opportunity, and individual rights have been realized Sample Performance Assessment (SPA) The student: Assesses whether efforts to reduce discrepancies between American values and reality have been successful. Rubric Advanced Proficient Partially Proficient Novice Assess the extent to which the American values of common good, equality of opportunity, and individual rights have been realized, taking a position or making a claim and defending it with explanations, reasons, or evidence Assess the extent to which the American values of common good, equality of opportunity, and individual rights have been realized Explain American values of common good, equality of opportunity, and individual rights Recognize American values of common good, equality of opportunity, and individual rights Strand Political Science/Civics Standard 5: Political Science/Civics: PARTICIPATION AND CITIZENSHIPUnderstand roles, rights (personal, economic, political), and responsibilities of American citizens and exercise them in civic action Topic Rights and Responsibilities of Citizens Benchmark SS.9PD.5.1 Explain the rights, duties, and responsibilities of citizens in a democracy and the relationship between them Sample Performance Assessment (SPA) The student: Describes how paying taxes, serving on a jury, and voting contribute to the common good. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, the rights, duties, and responsibilities of citizens in a democracy and elaborate on the relationship between them Explain, with detail, the rights, duties, and responsibilities of citizens in a democracy and the relationship between them Explain, with minimal detail, the rights, duties, and responsibilities of citizens in a democracy and/or the relationship between them Ineffectively explain the rights, duties, and responsibilities of citizens in a democracy and the relationship between them Topic Citizenship Participation Benchmark SS.9PD.5.2 Investigate how citizens can monitor and advocate for a local, state, or national issue Sample Performance Assessment (SPA) The student: Formulates a plan to advocate for (e.g., attend public hearings, write letters) and monitor (e.g., follow the issue in the media, track a bill as it goes through the legislative process) an issue of personal concern. Rubric Advanced Proficient Partially Proficient Novice Investigate how citizens Investigate how citizens Investigate how citizens Ineffectively investigate can monitor and can monitor and can monitor or advocate how citizens can advocate for a local, monitor and/or advocate state, or national issue, extending investigation into relevant courses of practical action advocate for a local, state, or national issue for a local, state, or national issue for a local, state, or national issue Topic Citizenship Participation Benchmark SS.9PD.5.3 Compare the characteristics of major political parties based upon the philosophy, platform, and support base Sample Performance Assessment (SPA) The student: Compares the major political parties based upon the philosophy, platform, and support base. Rubric Advanced Proficient Partially Proficient Novice Analyze the characteristics of major political parties based upon the philosophy, platform, and support base, making significant connections, insights, and generalizations Compare the characteristics of major political parties based upon the philosophy, platform, and support base Describe the characteristics of major political parties based upon the philosophy, platform, and/or support base Ineffectively describe the characteristics of major political parties based upon the philosophy, platform, and/or support base Topic Citizenship Participation Benchmark SS.9PD.5.4 Explain the role of a citizen in the electoral process Sample Performance Assessment (SPA) The student: Describes how a citizen can demonstrate his/her roles in the political process as a voter, a candidate, and/or a political party member. Rubric Advanced Proficient Explain, with clear and Explain, with detail, the precise detail, the role of role of a citizen in the a citizen in the electoral electoral process process Partially Proficient Novice Explain, with minimal detail, the role of a citizen in the electoral process Ineffectively explain the role of a citizen in the electoral process Topic Citizenship Participation Benchmark SS.9PD.5.5 Demonstrate the role of a citizen in civic action by selecting a problem, gathering information, proposing a solution, creating an action plan, and showing evidence of implementation Sample Performance Assessment (SPA) The student: Evaluates the results of a civic action taken to address a school, local, state, national, or global issue/problem. Rubric Advanced Proficient Partially Proficient Novice Demonstrate the role of a citizen in civic action by selecting a significant problem, gathering relevant information, proposing an insightful solution, creating a clear and detailed action plan, and showing substantial evidence of implementation Demonstrate the role of a citizen in civic action, by selecting a problem, gathering information, proposing a solution, creating an action plan, and showing evidence of implementation Demonstrate the role of a citizen in civic action by selecting a problem, gathering information, proposing a solution, and creating an action plan Ineffectively demonstrate the role of a citizen in civic action, as multiple aspects of the process are missing Strand Cultural Anthropology Standard 6: Cultural Anthropology: SYSTEMS, DYNAMICS, AND INQUIRYUnderstand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time Topic Benchmark SS.9PD.6 No benchmark at this level Sample Performance Assessment (SPA) Rubric Advanced Proficient Strand Partially Proficient Novice Geography Standard 7: Geography: WORLD IN SPATIAL TERMSUse geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world Topic Benchmark SS.9PD.7 No benchmark at this level Sample Performance Assessment (SPA) Rubric Advanced Proficient Strand Partially Proficient Novice Economics Standard 8: Economics: RESOURCES, MARKETS, AND GOVERNMENTUnderstand economic concepts and the characteristics of various economic systems Topic Economic Role of Government Benchmark SS.9PD.8.1 Describe the economic functions of government, including providing public goods and services, maintaining competition, redistributing income, correcting for externalities, and stabilizing the economy Sample Performance Assessment (SPA) The student: Explains how the government affects the economic wellbeing of its citizens (e.g., identify a local assistance program that receives government funding. Explain why the government funds it, where the money comes from, and who benefits from the program). Rubric Advanced Proficient Describe, with clear and Describe, with detail, the precise detail, the economic functions of economic functions of government government Partially Proficient Novice Describe, with minimal detail, the economic functions of government Ineffectively describe the economic functions of government Topic Economic Role of Government Benchmark SS.9PD.8.2 Explain how people, individually and collectively, participate in the U.S. economy Sample Performance Assessment (SPA) The student: Describes the various roles of an individual in the U.S. economy (e.g., consumer, voter, investor, worker, employer, policymaker). Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, how people, individually and collectively, participate in the U.S. economy Explain, with detail, how people, individually and collectively, participate in the U.S. economy Explain, with minimal detail, how people, individually and collectively, participate in the U.S. economy Ineffectively explain how people, individually and collectively, participate in the U.S. economy Topic United States in the World Economy Benchmark SS.9PD.8.3 Evaluate the degree to which the United States affects and is affected by international economic policies Sample Performance Assessment (SPA) The student: Evaluates, takes, and defends a position related to U.S. economic policy (e.g. free trade, impact of regulation, U.S. protectionism, multinational corporations) in light of American economic interests. Rubric Advanced Proficient Partially Proficient Novice Evaluate the degree to which the United States affects and is affected by international economic policies, using compelling evidence to back evaluation Evaluate the degree to which the United States affects and is affected by international economic policies Explain the ways in which the United States affects and is affected by international economic policies Name ways in which the United States affects and is affected by international economic policies Content Area: Social Studies Grade/Course: 9: Modern Hawaiian History / ACCN: No ACCN Strand Historical Understanding Standard 1: Historical Understanding: CHANGE, CONTINUITY, AND CAUSALITYUnderstand change and/or continuity and cause and/or effect in history Topic Cause and Effect in History Benchmark SS.9MHH.1.1 Describe the multiple social, political, and economic causes and effects of change in modern Hawaii Sample Performance Assessment (SPA) The student: Explains the multiple causes of escalating prices in goods and services in the islands and the resultant social, economic, and political effects. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, the multiple social, political, and economic causes and effects of change in modern Hawaii, making significant connections, insights, generalizations, and predictions Describe, with detail, the multiple social, political, and economic causes and effects of change in modern Hawaii Describe, with minimal detail, the multiple social, political, and economic causes and effects of change in modern Hawaii Ineffectively describe the multiple social, political, and economic causes and effects of change in modern Hawaii Strand Historical Understanding Standard 2: Historical Understanding: INQUIRY, EMPATHY AND PERSPECTIVE Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms Topic Benchmark SS.9MHH.2 No benchmark at this level Sample Performance Assessment (SPA) Rubric Advanced Proficient Strand Partially Proficient Novice History Standard 3: History: MODERN HAWAIIAN HISTORYUnderstand important historical events in Modern Hawaiian History Topic The Overthrow Benchmark SS.9MHH.3.1 Explain the political, social, and economic causes of the Overthrow, including the Mahele, Reciprocity Treaty, and the Bayonet Constitution Sample Performance Assessment (SPA) The student: Describes the various causes of the Overthrow. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, the political, social, and economic causes of the Overthrow Explain, with detail, the political, social, and economic causes of the Overthrow Explain, with minimal detail, the political, social, and economic causes of the Overthrow Ineffectively explain the political, social, and economic causes of the Overthrow Topic The Overthrow Benchmark SS.9MHH.3.2 Describe the role of the United States government in the Overthrow, including the various United States administrations and Minister John Stevens Sample Performance Assessment (SPA) The student: Uses chronology to describe the United States involvement leading up to, during, and immediately after the Overthrow. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, the role of the United States government in the Overthrow Describe, with detail, the role of the United States government in the Overthrow Describe, with minimal detail, the role of the United States government in the Overthrow Ineffectively describe the role of the United States government in the Overthrow Topic The Overthrow Benchmark SS.9MHH.3.3 Explain the events and turning points of the Overthrow, beginning with the foreign movement against Kalakaua, Liliuokalani's attempts to change the Bayonet Constitution, and her abdication from the throne Sample Performance Assessment (SPA) The student: Uses chronology to explain the major events and turning points of the Overthrow. Rubric Advanced Proficient Analyze the events and Explain the events and turning points of the turning points of the Overthrow, making Overthrow significant connections, insights, and generalizations Partially Proficient Novice Describe the events and Name the events and/or turning points of the turning points of the Overthrow Overthrow Topic The Overthrow Benchmark SS.9MHH.3.4 Explain the political, social, and economic effects of the Overthrow, including U.S. military presence, the Organic Act, the Territorial government, and Statehood Sample Performance Assessment (SPA) The student: Explains the short and longterm effects of the Overthrow. Rubric Advanced Proficient Partially Proficient Novice Analyze the political, Explain the political, Describe the political, Name the political, social, and economic social, and economic social, and/or economic social, and/or economic effects of the Overthrow, effects of the Overthrow effects of the Overthrow effects of the Overthrow making significant connections, insights, and generalizations Topic Plantations: 19001970 Benchmark SS.9MHH.3.5 Describe the political, social and economic effects of the plantation system on life in Hawaii, including ethnic tension, the evolution of Hawaii pidgin English, the school system, and the establishment of labor unions Sample Performance Assessment (SPA) The student: Explains the effects of the plantation system and the interaction of various cultures. Rubric Advanced Proficient Partially Proficient Describe, with clear and Describe, with detail, the Describe, with minimal Novice Ineffectively describe precise detail, the political, social and economic effects of the plantation system on life in Hawaii political, social and economic effects of the plantation system on life in Hawaii detail, the political, social and economic effects of the plantation system on life in Hawaii the political, social and economic effects of the plantation system on life in Hawaii Topic Plantations: 19001970 Benchmark SS.9MHH.3.6 Examine and explain features of plantation life in Hawaii in the 20th century, including contract labor and the perquisite system Sample Performance Assessment (SPA) The student: Analyzes an average day in the life of a plantation worker in the early 20th century revealing the rules, rights, responsibilities of the common laborer. Rubric Advanced Proficient Partially Proficient Novice Examine and explain features of plantation life in Hawaii in the 20th century, making significant connections, insights, and generalizations Examine and explain features of plantation life in Hawaii in the 20th century Examine and describe features of plantation life in Hawaii in the 20th century Ineffectively examine and/or describe features of plantation life in Hawaii in the 20th century Topic World War II: Pearl Harbor Benchmark SS.9MHH.3.7 Identify events leading to the bombing of Pearl Harbor and describe its effects in Hawaii, such as the role of the U.S. military and antiJapanese sentiments (including the internment camps and 442nd) Sample Performance Assessment (SPA) The student: Explains the effects of the bombing of Pearl Harbor, using primary sources. Rubric Advanced Proficient Partially Proficient Novice Identify events leading to the bombing of Pearl Harbor and describe, with clear and precise detail, its effects in Hawaii Identify events leading to the bombing of Pearl Harbor and describe, with detail, its effects in Hawaii Identify events leading to the bombing of Pearl Harbor and/or describe, with minimal detail, its effects in Hawaii Inaccurately identify events leading to the bombing of Pearl Harbor and/or ineffectively describe, its effects in Hawaii Topic Contemporary People, Issues, and Events Benchmark SS.9MHH.3.8 Trace the development of the platforms of political parties after World War II to the present Sample Performance Assessment (SPA) The student: Compares the philosophies and platform of the Labor, Veteran, and Democratic parties after World War II with the philosophies and platforms of the Republican and Democratic parties in present day. Rubric Advanced Proficient Partially Proficient Novice Trace the development of the platforms of political parties after World War II to the present and evaluate the impact of these political platforms on present political/social issues Trace the development of the platforms of political parties after World War II to the present Explain the platforms of political parties after World War II to the present Identify the platforms of political parties after World War II to the present Topic Contemporary People, Issues, and Events Benchmark SS.9MHH.3.9 Analyze significant contemporary issues that influence present day Hawaii, such as the Hawaiian Renaissance, the sovereignty movement, current land issues, and the influx of new immigrant groups Sample Performance Assessment (SPA) The student: Evaluates, takes, and defends a position on significant contemporary people, issues, or events that influence presentday Hawaii. Rubric Advanced Proficient Partially Proficient Novice Analyze significant contemporary issues that influence present day Hawaii, effectively addressing complex issues Analyze significant contemporary issues that influence present day Hawaii Explain significant contemporary issues that influence present day Hawaii Identify significant contemporary issues that influence present day Hawaii Strand Political Science/Civics Standard 4: Political Science/Civics: GOVERNANCE, DEMOCRACY, AND INTERACTION Understand the purpose and historical impact of political institutions, the principles and values of American constitutional democracy, and the similarities and differences in government across cultural perspectives Topic Governance, Power and Authority Benchmark SS.9MHH.4.1 Explain how governments acquire, use, and justify power, including how limited governments differ from unlimited ones Sample Performance Assessment (SPA) The student: Explains whether, based on the laws, treaties, and official documents related to the Overthrow of the monarchy, any U.S. or Hawaii actions broke any national or international laws of the time period, and explains how the U.S. acquired, used, and justified its use of power. Rubric Advanced Proficient Partially Proficient Novice Explain how governments acquire, use, and justify power, including how limited governments differ from unlimited ones, and make and defend generalizations and inferences with compelling explanations, reasons, or evidence Explain how governments acquire, use, and justify power, including how limited governments differ from unlimited ones, and make and defend generalizations and inferences Explain how governments acquire, use, and justify power, or explain how limited governments differ from unlimited ones Recognize that governments acquire, use, and justify their power differently Strand Political Science/Civics Standard 5: Political Science/Civics: PARTICIPATION AND CITIZENSHIPUnderstand roles, rights (personal, economic, political), and responsibilities of American citizens and exercise them in civic action Topic Benchmark SS.9MHH.5 No benchmark at this level Sample Performance Assessment (SPA) Rubric Advanced Strand Proficient Partially Proficient Novice Cultural Anthropology Standard 6: Cultural Anthropology: SYSTEMS, DYNAMICS, AND INQUIRYUnderstand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time Topic Benchmark SS.9MHH.6 No benchmark at this level Sample Performance Assessment (SPA) Rubric Advanced Proficient Strand Partially Proficient Novice Geography Standard 7: Geography: WORLD IN SPATIAL TERMSUse geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world Topic Benchmark SS.9MHH.7 No benchmark at this level Sample Performance Assessment (SPA) Rubric Advanced Proficient Strand Partially Proficient Novice Economics Standard 8: Economics: RESOURCES, MARKETS, AND GOVERNMENTUnderstand economic concepts and the characteristics of various economic systems Topic Benchmark SS.9MHH.8 No benchmark at this level Sample Performance Assessment (SPA) Rubric Advanced Proficient Partially Proficient Novice Content Area: Social Studies Grade/Course: 10 / ACCN: No ACCN Strand Historical Understanding Standard 1: Historical Understanding: CHANGE, CONTINUITY, AND CAUSALITY-Understand change and/or continuity and cause and/or effect in history Topic Benchmark SS.10.1 No content for this course Sample Performance Assessment (SPA) Rubric Advanced Proficient Partially Proficient Converted by HTML2PDF (www.zoomlane.com) Novice Content Area: Social Studies Grade/Course: 10 / ACCN: No ACCN Strand Historical Understanding Standard 2: Historical Understanding: INQUIRY, EMPATHY AND PERSPECTIVE- Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms Topic Historical Empathy Benchmark SS.10.2.1 Use knowledge of historical periods to assess contemporary issues and decisions Sample Performance Assessment (SPA) The student: Compares the internal security measures adopted by the United States government after 9/11 with the measures taken after the attack on Pearl Harbor. Rubric Advanced Proficient Partially Proficient Novice Use detailed knowledge of historical periods and specific evidence to analyze contemporary issues and decisions Use knowledge of historical periods to assess contemporary issues and decisions Use minimal knowledge of historical periods to explain contemporary issues and decisions Identify contemporary issues and decisions Topic Historical Inquiry Benchmark SS.10.2.2 Determine the relevance of sources and assess their credibility Sample Performance Assessment (SPA) The student: Distinguishes information that is essential versus information that is incidental to research and examines the sources to determine their reliability based on the criteria of accuracy and bias. Rubric Advanced Proficient Partially Proficient Novice Determine the relevance of sources and assess their credibility, with clear and precise detail Determine the relevance of sources and assess their credibility, with detail Determine the relevance of sources and assess their credibility, with minimal detail Ineffectively determine the relevance and credibility of sources Topic Historical Inquiry Benchmark SS.10.2.3 Formulate and defend an opinion on a major contemporary social issue using the tools and methods of inquiry and perspective Sample Performance Assessment (SPA) The student: Evaluates, takes, and defends a position on a current social issue (e.g. health insurance reform, recent immigration, illegal drugs, changing family structure, environmental conservation) using researched evidence. Rubric Advanced Proficient Partially Proficient Novice Formulate and defend an opinion on a major contemporary social issue using the tools and methods of inquiry and perspective, making significant connections, insights, and generalizations Formulate and defend an opinion on a major contemporary social issue using the tools and methods of inquiry and perspective, making connections, insights, and generalizations Formulate and defend an opinion on a major contemporary social issue using the tools and methods of inquiry and perspective, making weak connections, insights, and generalizations Ineffectively formulate and defend an opinion on a major contemporary social issue using the tools and methods of inquiry and perspective Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 10 / ACCN: No ACCN Topic Historical Perspectives and Interpretations Benchmark SS.10.2.4 Evaluate the quality of historical accounts based on the arguments they advance and the evidence they use Sample Performance Assessment (SPA) The student: Judges the value of conflicting opinions, interpretations, value judgments, and sources used in historical writing (e.g., U.S. involvement in the Vietnam War). Rubric Advanced Proficient Partially Proficient Novice Evaluate, with clear and precise detail, the quality of historical accounts based on the arguments they advance and the evidence they use Evaluate, with detail, the quality of historical accounts based on the arguments they advance and the evidence they use Evaluate, with minimal detail, the quality of historical accounts based on the arguments they advance and the evidence they use Ineffectively evaluate the quality of historical accounts based on the arguments they advance and the evidence they use Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 10 / ACCN: No ACCN Strand History Standard 3: History: UNITED STATES HISTORY-Understand important historical events during the 20th century Topic Immigration Benchmark SS.10.3.1 Describe the "push" factors (e.g., escaping persecution and poverty) and "pull" factors (e.g., seeking freedom and economic opportunity) that brought immigrants to the United States in the late 19th century Sample Performance Assessment (SPA) The student: Identifies the push and pull factors that brought an immigrant group to the United States (e.g., Italians, Jews, Poles, Chinese). Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, the "push" factors and "pull" factors that brought immigrants to the United States in the late 19th century Describe, with detail, the "push" factors and "pull" factors that brought immigrants to the United States in the late 19th century Describe, with minimal detail, the "push" factors and "pull" factors that brought immigrants to the United States in the late 19th century Ineffectively describe the "push" factors and "pull" factors that brought immigrants to the United States in the late 19th century Topic Urbanization Benchmark SS.10.3.2 Describe social, political, economic, and technological factors (e.g., governance, corruption, fiscal policies, wages, sanitation, class differences, health problems, transportation) of growth in 19th and 20th century American cities (e.g., New York, Chicago, St. Louis) Sample Performance Assessment (SPA) The student: Explains how political, social, economic, and technological factors affected the settlement and/or growth of a particular city during the 19th and 20th centuries. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, social, political, economic, and technological factors of growth in 19th and 20th century American cities Describe, with detail, social, political, economic, and technological factors of growth in 19th and 20th century American cities Describe, with minimal detail, social, political, economic, and technological factors of growth in 19th and 20th century American cities Ineffectively describe social, political, economic, and technological factors of growth in 19th and 20th century American cities Topic The Gilded Age and the Progressive Era Benchmark SS.10.3.3 Describe how business magnates (i.e., Rockefeller, Morgan, Carnegie and Vanderbilt) dominated politics of the Gilded Age Sample Performance Assessment (SPA) The student: Explains how government, dominated by business magnates, adopted pro-government policies such as providing subsidies, passing tariffs, and pursuing laissez faire policies that resulted in the growth of trusts. Rubric Advanced Proficient Partially Proficient Describe, with clear and Describe, with detail, how precise detail, how business business magnates dominated magnates dominated politics of politics of the Gilded Age the Gilded Age Novice Describe, with minimal detail, Ineffectively describe how how business magnates business magnates dominated dominated politics of the Gilded politics of the Gilded Age Age Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 10 / ACCN: No ACCN Topic The Gilded Age and the Progressive Era Benchmark SS.10.3.4 Describe reform issues of the Progressive Era (including political reform, labor reform, and business regulation) Sample Performance Assessment (SPA) The student: Explains how progressives tried to reform government (e.g., La Follett, Lincoln Steffens), regulate business (e.g., Theodore Roosevelt, Ida Tarbell), and improve the workplace (e.g., Upton Sinclair) and conditions of the poor (e.g., Jane Addams). Rubric Advanced Proficient Describe, with clear and Describe, with detail, reform precise detail, reform issues of issues of the Progressive Era the Progressive Era Partially Proficient Novice Describe, with minimal detail, reform issues of the Progressive Era Ineffectively describe reform issues of the Progressive Era Topic United States Imperialism Benchmark SS.10.3.5 Describe the causes of and major events associated with the United States becoming an imperial power in the late 19th century Sample Performance Assessment (SPA) The student: Explains how the annexation of Hawaii and the Philippines relate to the imperialist policies of the United States in the late 19th century. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, the causes of and major events associated with the United States becoming an imperial power in the late 19th century Describe, with detail, the causes of and major events associated with the United States becoming an imperial power in the late 19th century Describe, with minimal detail, the causes of and major events associated with the United States becoming an imperial power in the late 19th century Ineffectively describe the causes of and major events associated with the United States becoming an imperial power in the late 19th century Topic Early 20th Century foreign policy Benchmark SS.10.3.6 Analyze the scope and evolution of various United States foreign policies in the early part of the 20th century Sample Performance Assessment (SPA) The student: Compares Roosevelt's Big Stick Diplomacy, William Taft's Dollar Diplomacy, and Woodrow Wilson's Moral Diplomacy. Rubric Advanced Proficient Partially Proficient Novice Analyze, with clear and precise detail, the scope and evolution of various U.S. foreign policies in the early part of the 20th century Analyze, with detail, the scope and evolution of various U.S. foreign policies in the early part of the 20th century Analyze, with minimal detail, the scope and evolution of various U.S. foreign policies in the early part of the 20th century Ineffectively analyze the scope and evolution of various U.S. foreign policies in the early part of the 20th century Topic World War I Benchmark SS.10.3.7 Describe the events that led the United States into World War I Sample Performance Assessment (SPA) The student: Explains how Germany's submarine warfare, U.S. trade with England and France, and the success of British propaganda brought the United States into World War I. Rubric Advanced Proficient Analyze the events that led the Describe the events that led United States into World War I the United States into World War I Partially Proficient Novice Name the events that led the United States into World War I Recognize examples of specific events led the United States into World War I Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 10 / ACCN: No ACCN Topic World War I Benchmark SS.10.3.8 Describe how domestic policies were affected by American involvement in World War I Sample Performance Assessment (SPA) The student: Explains how mobilization for the war changed America's labor force (e.g., the employment of African Americans in industrial cities triggers the Great Migration). Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, how domestic policies were affected by American involvement in World War I Describe, with detail, how domestic policies were affected by American involvement in World War I Describe, with minimal detail, how domestic policies were affected by American involvement in World War I Ineffectively describe how domestic policies were affected by American involvement in World War I Topic World War I Benchmark SS.10.3.9 Explain why the United States did not sign the Treaty of Versailles Sample Performance Assessment (SPA) The student: Describes the reasons the United States Senate refused to ratify the Versailles Treaty (e.g., disillusionment with wartime allies, concern that membership in the League of Nations would drag the U.S. into war, and partisan politics). Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, why the United States did not sign the Treaty of Versailles Explain, with detail, why the United States did not sign the Treaty of Versailles Explain, with minimal detail, why the United States did not sign the Treaty of Versailles Ineffectively explain why the United States did not sign the Treaty of Versailles Topic 1920s: Conflicts and Transitions Benchmark SS.10.3.10 Describe changes in society and culture that led to conflicts in values in the 1920s Sample Performance Assessment (SPA) The student: Explains how the growing dominance of science resulted in the Scopes Trial, how the influx of immigrants led to rebirth of the KKK and the growth of the anti-immigration movement, and how Prohibition led to proliferation of speakeasies and the growth of organized crime. Rubric Advanced Proficient Partially Proficient Novice Describe changes in society and culture that led to conflicts in values in the 1920s, using relevant and insightful examples Describe changes in society and culture that led to conflicts in values in the 1920s, using relevant examples Describe changes in society and culture that led to conflicts in values in the 1920s, using weakly connected examples Ineffectively describe changes in society and culture that led to conflicts in values in the 1920s Topic 1920s: Conflicts and Transitions Benchmark SS.10.3.11 Describe the significance of the literature, arts, and feminism of the 1920s, including the "Lost Generation," the Harlem Renaissance, and flappers Sample Performance Assessment (SPA) The student: Explains how the "Lost Generation" was a literary response to the disillusionment of writers to American society; the Harlem Renaissance was a flowering of African American literature, arts, and music; and how flappers represented a revolution in morals. Rubric Advanced Proficient Partially Proficient Describe, with clear and precise detail, the significance of the literature, arts, and feminism of the 1920s, including the "Lost Generation," the Harlem Renaissance, and flappers Describe, with detail, the significance of the literature, arts, and feminism of the 1920s, including the "Lost Generation," the Harlem Renaissance, and flappers Describe, with minimal detail, Ineffectively describe the the significance of the significance of the literature, literature, arts, and feminism of arts, and feminism of the 1920s the 1920s, including the "Lost Generation," the Harlem Renaissance, and flappers Converted by HTML2PDF (www.zoomlane.com) Novice Content Area: Social Studies Grade/Course: 10 / ACCN: No ACCN Topic 1920s: Conflicts and Transitions Benchmark SS.10.3.12 Describe the innovations in transportation and communication and the impact they had on American society Sample Performance Assessment (SPA) The student: Explains how mass production (e.g., Model T) increased mobility and how mass communication (e.g., radios) contributed to the birth of a mass popular culture. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, the innovations in transportation and communication and elaborate on the impact they had on American society Describe, with detail, the innovations in transportation and communication and the impact they had on American society Describe, with minimal detail, the innovations in transportation and communication and/or the impact they had on American society Ineffectively describe the innovations in transportation and communication and the impact they had on American society Topic The Great Depression Benchmark SS.10.3.13 Analyze the causes of the Great Depression Sample Performance Assessment (SPA) The student: Examines how the disparity of wealth, speculation, the plight of farmers, and bank failures led to the Great Depression. Rubric Advanced Proficient Partially Proficient Analyze, with clear and precise Analyze, with detail, the causes Analyze, with minimal detail, detail, the causes of the Great of the Great Depression the causes of the Great Depression Depression Novice Ineffectively analyze the causes of the Great Depression Topic The Great Depression Benchmark SS.10.3.14 Describe the effects of the Great Depression Sample Performance Assessment (SPA) The student: Explains how the Great Depression caused mass unemployment and homelessness. Rubric Advanced Proficient Partially Proficient Describe, with clear and Describe, with detail, the Describe, with minimal detail, precise detail, the effects of the effects of the Great Depression the effects of the Great Great Depression, making Depression significant connections, insights, and generalizations Novice Ineffectively describe the effects of the Great Depression Topic Franklin D. Roosevelt and The New Deal Benchmark SS.10.3.15 Explain how programs in FDR's New Deal, including the FDIC, AAA, WPA, and Social Security, attempted to resolve problems brought on by the Great Depression Sample Performance Assessment (SPA) The student: Describes the problems addressed by New Deal agencies and the measures taken by them to solve the problem. Rubric Advanced Proficient Partially Proficient Novice Compare how programs in FDR's New Deal attempted to resolve problems brought on by the Great Depression Explain how programs in FDR's New Deal attempted to resolve problems brought on by the Great Depression Identify programs in FDR's New Deal that attempted to resolve problems brought on by the Great Depression Recognize that programs in FDR's New Deal attempted to resolve problems brought on by the Great Depression Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 10 / ACCN: No ACCN Topic World War II Benchmark SS.10.3.16 Analyze the causes of the bombing of Pearl Harbor Sample Performance Assessment (SPA) The student: Examines Japan's military expansion in Asia and America's efforts to halt its aggression (e.g., trade embargoes). Rubric Advanced Proficient Partially Proficient Analyze, with clear and precise Analyze, with detail, the causes Analyze, with minimal detail, detail, the causes of the of the bombing of Pearl Harbor the causes of the bombing of bombing of Pearl Harbor Pearl Harbor Novice Ineffectively analyze the causes of the bombing of Pearl Harbor Topic World War II Benchmark SS.10.3.17 Analyze the effects of the bombing of Pearl Harbor, including the internment of Japanese Americans Sample Performance Assessment (SPA) The student: Examines how the bombing of Pearl Harbor led to America's entry into WW II and the internment of Japanese Americans. Rubric Advanced Proficient Partially Proficient Novice Analyze, with clear and precise detail, the effects of the bombing of Pearl Harbor, including the internment of Japanese Americans Analyze, with detail, the effects of the bombing of Pearl Harbor, including the internment of Japanese Americans Analyze, with minimal detail, the effects of the bombing of Pearl Harbor, including the internment of Japanese Americans Ineffectively analyze the effects of the bombing of Pearl Harbor Topic World War II Benchmark SS.10.3.18 Explain the turning points in the European and Pacific theaters of World War II Sample Performance Assessment (SPA) The student: Describes how the Battle of Midway and the D-Day Invasion were major turning points of World War II. Rubric Advanced Proficient Analyze the turning points in the European Theaters of World War II Explain the turning points in the Name the turning points in the European Theaters of World European Theaters of World War II War II Partially Proficient Novice Topic World War II Benchmark SS.10.3.19 Describe how domestic policies were affected by United States involvement in World War II Sample Performance Assessment (SPA) The student: Explains how mobilization for the war changed America's labor force (e.g., women in the workforce). Recognize the turning points in the European Theaters of World War II Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, how domestic policies were affected by United States involvement in World War II Describe, with detail, how domestic policies were affected by United States involvement in World War II Describe, with minimal detail, how domestic policies were affected by United States involvement in World War II Ineffectively describe how domestic policies were affected by United States involvement in World War II Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 10 / ACCN: No ACCN Topic The Cold War Benchmark SS.10.3.20 Explain the origins of the Cold War Sample Performance Assessment (SPA) The student: Describes how the conflicting political ideologies, Soviet domination of Eastern Europe, and America's containment policy brought on the Cold War. Rubric Advanced Proficient Partially Proficient Explain, with clear and precise detail, the origins of the Cold War Explain, with detail, the origins of the Cold War Explain, with minimal detail, the Ineffectively explain the origins origins of the Cold War of the Cold War Novice Topic The Cold War Benchmark SS.10.3.21 Explain how America's foreign policy during the Cold War led to conflicts in Asia and Latin America Sample Performance Assessment (SPA) The student: Describes how America's containment policy led to U.S. involvement in the Korean War, the Bay of Pigs invasion, and the Vietnam War. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, how America's foreign policy during the Cold War led to conflicts in Asia and Latin America Explain, with detail, how America's foreign policy during the Cold War led to conflicts in Asia and Latin America Explain, with minimal detail, how America's foreign policy during the Cold War led to conflicts in Asia and Latin America Ineffectively explain how America's foreign policy during the Cold War led to conflicts in Asia and Latin America Topic The Cold War Benchmark SS.10.3.22 Explain how the events of the Cold War led to the McCarthy era Sample Performance Assessment (SPA) The student: Describes how different events (e.g., fear of communism, sparked by the Soviet detonation of the atomic bomb, the "loss of China" to Mao Zedong and the communists, and the trials of suspected communist spies [e.g., the Rosenbergs]) led to the investigative campaigns of Joseph McCarthy and the House UnAmerican Activites Committee (HUAC). Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, how the events of the Cold War led to the McCarthy era Explain, with detail, how the events of the Cold War led to the McCarthy era Explain, with minimal detail, Ineffectively explain how the how the events of the Cold War events of the Cold War led to led to the McCarthy era the McCarthy era Topic The Cold War Benchmark SS.10.3.23 Explain how the United States foreign policy has attempted to respond to global and economic challenges of the post Cold War world Sample Performance Assessment (SPA) The student: Describes global (e.g., terrorism, the uncertainty of where threats to national security come from) and economic (e.g. the expanding national debt, NAFTA) challenges in the post Cold War. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, how the United States foreign policy has attempted to respond to global and economic challenges of the post Cold War world Explain, with detail, how the United States foreign policy has attempted to respond to global and economic challenges of the post Cold War world Explain, with minimal detail, how the United States foreign policy has attempted to respond to global and economic challenges of the post Cold War world Ineffectively explain how the United States foreign policy has attempted to respond to global and economic challenges of the post Cold War world Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 10 / ACCN: No ACCN Topic Civil Rights Era: 1954-1968 Benchmark SS.10.3.24 Analyze the key factors, including legislation and acts of civil disobedience, that brought on the African American Civil Rights movement after World War II Sample Performance Assessment (SPA) The student: Investigates how segregation laws, Plessy v. Ferguson being overturned by, Brown v. Board of Education, and the Montgomery bus boycott led to Civil Rights movement. Rubric Advanced Proficient Partially Proficient Novice Analyze, with clear and precise detail, the key factors that brought on the African American Civil Rights movement after World War II, making significant connections, insights, and generalizations Analyze, with detail, the key factors that brought on the African American Civil Rights movement after World War II Analyze, with minimal detail, the key factors that brought on the African American Civil Rights movement after World War II Ineffectively analyze the key factors that brought on the African American Civil Rights movement after World War II Topic Civil Rights Era: 1954-1968 Benchmark SS.10.3.25 Describe the significant events, individuals, and groups associated with the Civil Rights Era Sample Performance Assessment (SPA) The student: Explains how events, (e.g., sit-ins, marches, voter registration, the Civil Rights laws of the 1960's) individuals (e.g., Martin Luther King, Jr., George Wallace, Malcolm X), and groups (e.g.., Student Non-Violent Coordinating Committee and Black Power organizations) affected the Civil Rights movement. Rubric Advanced Proficient Partially Proficient Novice Analyze the significant events, individuals, and groups associated with the Civil Rights Era Describe the significant events, individuals, and groups associated with the Civil Rights Era Name the significant events, individuals, and groups associated with the Civil Rights Era Recognize the significant events, individuals, and groups associated with the Civil Rights Era Topic Contemporary Culture and Society Benchmark SS.10.3.26 Describe the expansion of the Civil Rights movement to other groups, including Native Americans and women Sample Performance Assessment (SPA) The student: Explains the civil rights issues brought forth by Native Americans (e.g., AIM) and women (e.g., NOW). Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, the expansion of the Civil Rights movement to other groups, including Native Americans and women Describe, with detail, the expansion of the Civil Rights movement to other groups, including Native Americans and women Describe, with minimal detail, the expansion of the Civil Rights movement to other groups, including Native Americans and women Ineffectively describe the expansion of the Civil Rights movement to other groups, including Native Americans and women Topic Contemporary Culture and Society Benchmark SS.10.3.27 Assess John F. Kennedy's handling of the Cuban Missile Crisis Sample Performance Assessment (SPA) The student: Critiques Kennedy's response to the discovery of Russian missiles in Cuba, the sending of U.S. warships to intercept Soviet ships headed for Cuba, and his correspondence with Khrushchev. Rubric Advanced Proficient Partially Proficient Assess John F. Kennedy's handling of the Cuban Missile Crisis, drawing relevant and insightful conclusions Assess John F. Kennedy's handling of the Cuban Missile Crisis, drawing relevant conclusions Assess John F. Kennedy's Ineffectively assess John F. handling of the Cuban Missile Kennedy's handling of the Crisis, drawing unsupported or Cuban Missile Crisis irrelevant conclusions Converted by HTML2PDF (www.zoomlane.com) Novice Content Area: Social Studies Grade/Course: 10 / ACCN: No ACCN Topic Contemporary Culture and Society Benchmark SS.10.3.28 Explain the emergence and impact of the student movements and the counterculture of the 1960s Sample Performance Assessment (SPA) The student: Describes how the activities of Students for a Democratic Society, the free speech movement of Berkley, the anti-Vietnam war movement, and the hippies challenged the prevailing status quo. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, the emergence and impact of the student movements and the counterculture of the 1960s, and evaluate its impact Explain, with detail, the emergence and impact of the student movements and the counterculture of the 1960s Explain, with minimal detail, the emergence and impact of the student movements and the counterculture of the 1960s Ineffectively explain the emergence and impact of the student movements and the counterculture of the 1960s Topic Contemporary Culture and Society Benchmark SS.10.3.29 Evaluate Lyndon Johnson's vision of the Great Society Sample Performance Assessment (SPA) The student: Describes how the EEOC, Head Start, the war on poverty, the National Endowment for the Arts, and the creation of Medicare and Medicaid sought to transform society and assesses the extent to which those aims have been realized. Rubric Advanced Proficient Analyze, using evidence, Evaluates Lyndon Johnson's Lyndon Johnson's vision of the vision of the Great Society Great Society Partially Proficient Novice Explain Lyndon Johnson's vision of the Great Society Identify features of Lyndon Johnson's vision of the Great Society Topic Contemporary Culture and Society Benchmark SS.10.3.30 Explain how the Watergate affair led to a crisis of confidence in the government Sample Performance Assessment (SPA) The student: Describes how members of the Nixon administration took action against political opponents by engaging in illegal wiretaps, break-ins, and obstruction of justice, and how this led to a cynical view of government. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, how the Watergate affair led to a crisis of confidence in the government, and assess its impact Explain, with detail, how the Watergate affair led to a crisis of confidence in the government Explain, with minimal detail, how the Watergate affair led to a crisis of confidence in the government Ineffectively explain how the Watergate affair led to a crisis of confidence in the government Topic Contemporary Culture and Society Benchmark SS.10.3.31 Explain how the election of Ronald Reagan marked a new era of conservatism in American politics Sample Performance Assessment (SPA) The student: Describes how Reagan's tax cuts, increase in defense spending (contributing to the collapse of the Soviet Union), cuts in social spending, and judicial appointments reflected the growing conservatism of America. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, how the election of Ronald Reagan marked a new era of conservatism in American politics, and assess its impact Explain, with detail, how the election of Ronald Reagan marked a new era of conservatism in American politics Explain, with minimal detail, how the election of Ronald Reagan marked a new era of conservatism in American politics Ineffectively explain how the election of Ronald Reagan marked a new era of conservatism in American politics Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 10 / ACCN: No ACCN Topic Contemporary Culture and Society Benchmark SS.10.3.32 Explain how the administrations from Reagan to the current president dealt with major domestic issues Sample Performance Assessment (SPA) The student: Explains the policies of different administrations from Reagan to the current president on major domestic issues (e.g. education, environmental policy, federal deficit, welfare reform). Rubric Advanced Proficient Partially Proficient Novice Analyze how the administrations from Reagan to the current president dealt with major domestic issues Explain how the administrations from Reagan to the current president dealt with major domestic issues Describe the major domestic issues from the administrations of Reagan to the current president Ineffectively describe the major domestic issues from the administrations of Reagan to the current president Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 10 / ACCN: No ACCN Strand Political Science/Civics Standard 4: Political Science/Civics: GOVERNANCE, DEMOCRACY, AND INTERACTION-Understand the purpose and historical impact of political institutions, the principles and values of American constitutional democracy, and the similarities and differences in government across cultural perspectives Topic Benchmark SS.10.4 No benchmark at this level Sample Performance Assessment (SPA) Rubric Advanced Proficient Partially Proficient Converted by HTML2PDF (www.zoomlane.com) Novice Content Area: Social Studies Grade/Course: 10 / ACCN: No ACCN Strand Political Science/Civics Standard 5: Political Science/Civics: PARTICIPATION AND CITIZENSHIP-Understand roles, rights (personal, economic, political), and responsibilities of American citizens and exercise them in civic action Topic Benchmark SS.10.5 No benchmark at this level Sample Performance Assessment (SPA) Rubric Advanced Proficient Partially Proficient Converted by HTML2PDF (www.zoomlane.com) Novice Content Area: Social Studies Grade/Course: 10 / ACCN: No ACCN Strand Cultural Anthropology Standard 6: Cultural Anthropology: SYSTEMS, DYNAMICS, AND INQUIRY-Understand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time Topic Benchmark SS.10.6 No benchmark at this level Sample Performance Assessment (SPA) Rubric Advanced Proficient Partially Proficient Converted by HTML2PDF (www.zoomlane.com) Novice Content Area: Social Studies Grade/Course: 10 / ACCN: No ACCN Strand Geography Standard 7: Geography: WORLD IN SPATIAL TERMS-Use geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world Topic Human Systems Benchmark SS.10.7.1 Explain the causes of urbanization (i.e., job opportunities, immigration patterns, technological innovations) Sample Performance Assessment (SPA) The student: Describes the causes of urbanization in a selected area (e.g., New York or Chicago), including its growth in terms of population, buildings, transportation systems, and job opportunities. Rubric Advanced Proficient Explain, with clear and precise detail, the causes of urbanization Explain, with detail, the causes Explain, with minimal detail, the Ineffectively explain the causes of urbanization causes of urbanization of urbanization Partially Proficient Novice Topic Human Systems Benchmark SS.10.7.2 Explain the consequences of urbanization Sample Performance Assessment (SPA) The student: Describes the consequences of rapid urbanization in a selected urban area (e.g., New York or Chicago) including overcrowding, crime, pollution, and machine politics. Rubric Advanced Proficient Partially Proficient Explain, with clear and precise detail, the consequences of urbanization Explain, with detail, the consequences of urbanization Explain, with minimal detail, the Ineffectively explain the consequences of urbanization consequences of urbanization Converted by HTML2PDF (www.zoomlane.com) Novice Content Area: Social Studies Grade/Course: 10 / ACCN: No ACCN Strand Economics Standard 8: Economics: RESOURCES, MARKETS, AND GOVERNMENT-Understand economic concepts and the characteristics of various economic systems Topic Role and Function of Markets Benchmark SS.10.8.1 Explain the characteristics of the different market structures (i.e. monopoly, oligopoly, monopolistic competition, and pure competition) and their influence on product differentiation, price, barriers for entry, and market efficiency in a competitive marketplace Sample Performance Assessment (SPA) The student: Gives an example of an industry (e.g., automobile, agriculture, airplanes, and utilities) and describes how its market structure affects market efficiency and lower prices. Rubric Advanced Proficient Partially Proficient Compare the characteristics of the different market structures and their influence on product differentiation, price, barriers for entry, and market efficiency in a competitive marketplace Explain the characteristics of the different market structures and their influence on product differentiation, price, barriers for entry, and market efficiency in a competitive marketplace Identify the characteristics of Identify the characteristics of the different market structures the different market structures and/or give examples of their influence on product differentiation, price, barriers for entry, or market efficiency in a competitive marketplace Novice Topic Role of Government Benchmark SS.10.8.2 Describe the function and responsibilities of the Federal Reserve System in setting and carrying out the nation's monetary policy Sample Performance Assessment (SPA) The student: Explains how the tools used by the Federal Reserve System to control monetary policy affect consumer spending and saving. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, the function and responsibilities of the Federal Reserve System in setting and carrying out the nation's monetary policy Describe, with detail, the function and responsibilities of the Federal Reserve System in setting and carrying out the nation's monetary policy Describe, with minimal detail, the function and responsibilities of the Federal Reserve System in setting and carrying out the nation's monetary policy Ineffectively describe the function and responsibilities of the Federal Reserve System in setting and carrying out the nation's monetary policy Topic Role of Government Benchmark SS.10.8.3 Explain the purpose and/or role of government programs and policies, including unemployment, minimum wage, and Social Security, and their effect on the nation's economy Sample Performance Assessment (SPA) The student: Describes the benefits and costs of unemployment, minimum wage and Social Security to individuals and society. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, the purpose and/or role of government programs and policies, including unemployment, minimum wage, and Social Security, and their effect on the nation's economy Explain, with detail, the purpose and/or role of government programs and policies, including unemployment, minimum wage, and Social Security, and their effect on the nation's economy Explain, with minimal detail, the purpose and/or role of government programs and policies, including unemployment, minimum wage, and Social Security, and their effect on the nation's economy Ineffectively explain the purpose and/or role of government programs and policies Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 11 / ACCN: No ACCN Strand Historical Understanding Standard 1: Historical Understanding: CHANGE, CONTINUITY, AND CAUSALITY-Understand change and/or continuity and cause and/or effect in history Topic Benchmark SS.11.1 No benchmark at this level Sample Performance Assessment (SPA) Rubric Advanced Proficient Partially Proficient Converted by HTML2PDF (www.zoomlane.com) Novice Content Area: Social Studies Grade/Course: 11 / ACCN: No ACCN Strand Historical Understanding Standard 2: Historical Understanding: INQUIRY, EMPATHY AND PERSPECTIVE- Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms Topic Benchmark SS.11.2 No benchmark at this level Sample Performance Assessment (SPA) Rubric Advanced Proficient Partially Proficient Converted by HTML2PDF (www.zoomlane.com) Novice Content Area: Social Studies Grade/Course: 11 / ACCN: No ACCN Strand History Standard 3: History: WORLD HISTORY-Understand important historical events from classical civilization through the present Topic Pre-modern Times, Pre 1500 C.E. Benchmark SS.11.3.1 Examine the relationship between cultural traditions and the larger societies in the cases of Confucianism in China, Buddhism in Asia, Christianity in Europe, Hinduism in India, and Islam in the Muslim world Sample Performance Assessment (SPA) The student: Determines the extent to which there was cooperation and conflict between religious and political authorities in Asia, Europe, and the Muslim world. Rubric Advanced Proficient Partially Proficient Novice Examine the relationship between cultural traditions and the larger societies in the cases of Confucianism in China, Buddhism in Asia, Christianity in Europe, Hinduism in India, and Islam in the Muslim world, drawing relevant and insightful conclusions about their relationships Examine the relationship between cultural traditions and the larger societies in the cases of Confucianism in China, Buddhism in Asia, Christianity in Europe, Hinduism in India, and Islam in the Muslim world, drawing relevant conclusions about their relationships Describe the relationship between cultural traditions and the larger societies in the cases of Confucianism in China, Buddhism in Asia, Christianity in Europe, Hinduism in India, and/or Islam in the Muslim world Ineffectively describe the relationship between cultural traditions and the larger societies in the cases of Confucianism in China, Buddhism in Asia, Christianity in Europe, Hinduism in India, and/or Islam in the Muslim world Topic Pre-modern Times, Pre 1500 C.E. Benchmark SS.11.3.2 Examine the effects of global interactions in pre-modern times, including the Mongol conquests, the Crusades, and technological, biological, and commercial exchanges Sample Performance Assessment (SPA) The student: Determines the consequence of conflicts, communications, and exchanges in pre-modern times, including the Crusades, Mongol conquests, and technological (e.g., the forging of iron), biological (e.g., smallpox), and commercial (e.g., precious metals) exchanges. Rubric Advanced Proficient Partially Proficient Novice Examine the effects of global interactions in pre-modern times, including the Mongol conquests, the Crusades, and technological, biological, and commercial exchanges, drawing relevant and insightful conclusions Examine the effects of global interactions in pre-modern times, including the Mongol conquests, the Crusades, and technological, biological, and commercial exchanges, drawing relevant conclusions Describe the effects of global interactions in pre-modern times Ineffectively describe the effects of global interactions in pre-modern times Topic Origins of Global Interdependence in early modern times, 1500 C.E. to 1800 C.E. Benchmark SS.11.3.3 Explain the impact of the exploratory and commercial expeditions in the 15th and 16th century, including the voyages of Zheng He, Vasco da Gama, Christopher Columbus, Ferdinand Magellan, James Cook, and European voyages to North America Sample Performance Assessment (SPA) The student: Describes changing relationships between world regions in early modern times (e.g., Europe to Asia and the Americas). Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, the impact of the exploratory and commercial expeditions in the 15th and 16th century Explain, with detail, the impact of the exploratory and commercial expeditions in the 15th and 16th century Explain, with minimal detail, the impact of the exploratory and commercial expeditions in the 15th and 16th century Ineffectively describe the impact of the exploratory and commercial expeditions in the 15th and 16th century Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 11 / ACCN: No ACCN Topic Origins of Global Interdependence in early modern times, 1500 C.E. to 1800 C.E. Benchmark SS.11.3.4 Explain the effects of global exchanges in the Americas, Europe, Asia, and Africa, including the spread of food crops and diseases, the exchange of trade goods, and migrations of peoples (forced and voluntary) Sample Performance Assessment (SPA) The student: Describes how two regions involved in a global exchange in early modern times were affected (e.g., impact of smallpox in Americas). Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, the effects of global exchanges in the Americas, Europe, Asia, and Africa Explain, with detail, the effects of global exchanges in the Americas, Europe, Asia, and Africa Explain, with minimal detail, the effects of global exchanges in the Americas, Europe, Asia, and Africa Ineffectively explain the effects of global exchanges in the Americas, Europe, Asia, and Africa Topic Origins of Global Interdependence in early modern times, 1500 C.E. to 1800 C.E. Benchmark SS.11.3.5 Examine the political structure in major world regions, including Qing China at the time of the Kangxi emperor, Japan at the time of Tokugawa Ieyasu, the Ottoman Empire at the time of Suleyman the Magnificent, and the Hapsburg Empire at the time of Charles V Sample Performance Assessment (SPA) The student: Analyzes how ruling classes mobilized resources to maintain empires (e.g., how Tokugawa depended on agricultural production to support the political and military elite). Rubric Advanced Proficient Examine the political structure in major world regions, making significant connections, insights, and generalizations Examine the political structure Describe the political structure in major world regions, making in major world regions connections, insights, and generalizations Partially Proficient Novice Topic Origins of Global Interdependence in early modern times, 1500 C.E. to 1800 C.E. Benchmark SS.11.3.6 Examine the major developments in European cultural and intellectual history, including the Renaissance, Reformation, Enlightenment, and Scientific Revolution Sample Performance Assessment (SPA) The student: Evaluates the roles of prominent individuals (e.g. Leonardo daVinci, Galileo, Voltaire) in European cultural and intellectual development. Ineffectively describe the political structure in major world regions Rubric Advanced Proficient Examine the major developments in European cultural and intellectual history, making significant connections, insights, and generalizations Examine the major Identify the major developments in European developments in European cultural and intellectual history, cultural and intellectual history making connections, insights, and generalizations Partially Proficient Novice Topic Age of Revolution, Industry, and Empire, 1750 C.E. - 1914 C.E. Benchmark SS.11.3.7 Compare the causes and effects of the early modern democratic revolutions, including the American Revolution, French Revolution, Haitian Revolution, and South American revolutions Sample Performance Assessment (SPA) The student: Examines the influence of Enlightenment ideas on revolutionary leaders (e.g., Washington and Bolivar). Ineffectively identify the major developments in European cultural and intellectual history Rubric Advanced Proficient Partially Proficient Novice Compare the causes and effects of the early modern democratic revolutions, drawing relevant and insightful conclusions Compare the causes and effects of the early modern democratic revolutions, drawing relevant conclusions Describe the causes and effects of the early modern democratic revolutions Ineffectively describe the causes and/or effects of the early modern democratic revolutions Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 11 / ACCN: No ACCN Topic Age of Revolution, Industry, and Empire, 1750 C.E. - 1914 C.E. Benchmark SS.11.3.8 Describe the socio-economic impact of the industrial revolution Sample Performance Assessment (SPA) The student: Explains the global effects of inventions (e.g., steam engine) and explains the role of women (e.g., in the factory system) during the industrial revolution. Rubric Advanced Proficient Partially Proficient Novice Describe the socio-economic impact of the industrial revolution, making significant connections, insights, and generalizations Describe the socio-economic impact of the industrial revolution, making connections, insights, and generalizations Describe the social or the economic impact of the industrial revolution Ineffectively describe the social and economic impact of the industrial revolution Topic Age of Revolution, Industry, and Empire, 1750 C.E. - 1914 C.E. Benchmark SS.11.3.9 Explain the ideological and economic interests that drove European, American, and Japanese imperialism in Africa, Asia, and the Pacific Sample Performance Assessment (SPA) The student: Explains the causes and effects of European, American, and Japanese imperialism in Africa, Asia, and the Pacific. Rubric Advanced Proficient Partially Proficient Novice Analyze the ideological and economic interests that drove European, American, and Japanese imperialism in Africa, Asia, and the Pacific, drawing relevant and insightful conclusions Explain the ideological and economic interests that drove European, American, and Japanese imperialism in Africa, Asia, and the Pacific Describe the ideological and economic interests that drove European, American, and Japanese imperialism in Africa, Asia, and/or the Pacific Ineffectively describe the ideological and economic interests that drove European, American, and Japanese imperialism in Africa, Asia, and/or the Pacific Topic The Twentieth Century, 1914-1989 Benchmark SS.11.3.10 Describe the role of secret alliances and nationalism in triggering the outbreak of World War I and the effort to prevent future wars by the establishment of the League of Nations Sample Performance Assessment (SPA) The student: Explains the causes and global effects of World War I. Rubric Advanced Proficient Partially Proficient Novice Describe, using relevant and insightful examples, the role of secret alliances and nationalism in triggering the outbreak of World War I and the effort to prevent future wars by the establishment of the League of Nations Describe, using relevant examples, the role of secret alliances and nationalism in triggering the outbreak of World War I and the effort to prevent to prevent future wars by the establishment of the League of Nations Describe, using weakly connected examples, the role of secret alliances and nationalism in triggering the outbreak of World War I Ineffectively describe the role of secret alliances and nationalism in triggering the outbreak of World War I Topic The Twentieth Century, 1914-1989 Benchmark SS.11.3.11 Explain the rise of fascist governments, emergence of communism, and the global effects of the Great Depression Sample Performance Assessment (SPA) The student: Describes tensions and conflicts of the interwar years. Rubric Advanced Proficient Partially Proficient Novice Analyze the rise of fascist governments, the emergence of communism, and the global effects of the Great Depression, drawing relevant and insightful conclusions Explain the rise of fascist governments, the emergence of communism, and the global effects of the Great Depression Trace the rise of fascist governments, the emergence of communism, and/or the global effects of the Great Depression Ineffectively trace the rise of fascist governments, the emergence of communism, and/or the global effects of the Great Depression Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 11 / ACCN: No ACCN Topic The Twentieth Century, 1914-1989 Benchmark SS.11.3.12 Examine the significant events, technological developments, and turning points of World War II, including the German invasion of Poland, Japanese bombing of Pearl Harbor, D-Day, the American bombing of Japan, the Rape of Nanjing, and the Holocaust Sample Performance Assessment (SPA) The student: Analyzes the causes, events, and atrocities of World War II. Rubric Advanced Proficient Partially Proficient Novice Examine the significant events, technological developments, and turning points of World War II, making significant connections, insights, and generalizations Examine the significant events, technological developments, and turning points of World War II, making connections, insights, and generalization Describe the significant events, technological developments, and turning points of World War II Identify the significant events, technological developments, and turning points of World War II Topic The Twentieth Century, 1914-1989 Benchmark SS.11.3.13 Describe post-World War II nationalist and independence movements in India, Pakistan, Nigeria, and Kenya Sample Performance Assessment (SPA) The student: Explains the aims of nationalist movements and attempts by colonial countries to achieve independence after WW II in Asia and Africa. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, post-World War II nationalist and independence movements in India, Pakistan, Nigeria, and Kenya Describe, with detail, post-World War II nationalist and independence movements in India, Pakistan, Nigeria, and Kenya Describe, with minimal detail, post-World War II nationalist and independence movements in India, Pakistan, Nigeria, and Kenya Ineffectively describe post-World War II nationalist and independence movements in India, Pakistan, Nigeria, and Kenya Topic The Twentieth Century, 1914-1989 Benchmark SS.11.3.14 Explain major political developments of the post-war era, including the establishment of the United Nations, the creation of Israel, and the Cold War Sample Performance Assessment (SPA) The student: Describes the impact of the U.N., the significance of the creation of Israel, and the consequences of the Cold War. Rubric Advanced Proficient Partially Proficient Novice Analyze major political developments of the post-war era, including the establishment of the United Nations, the creation of Israel, and the Cold War Explain major political developments of the post-war era, including the establishment of the United Nations, the creation of Israel, and the Cold War Name major political developments of the post-war era, including the establishment of the United Nations, the creation of Israel, and the Cold War Recognize major political developments of the post-war era, including the establishment of the United Nations, the creation of Israel, and the Cold War Topic The Twentieth Century, 1914-1989 Benchmark SS.11.3.15 Describe revolutionary movements from 1945-1989, including the Chinese communist revolution, the Algerian revolution, and the Cuban revolution Sample Performance Assessment (SPA) The student: Explains the causes and global effects of the revolutionary movements in China, Algeria and Cuba. Rubric Advanced Proficient Partially Proficient Novice Analyze revolutionary movements from 1945-1989, including the Chinese communist revolution, the Algerian revolution, and the Cuban revolution, drawing relevant and insightful conclusions Describe revolutionary movements from 1945-1989, including the Chinese communist revolution, the Algerian revolution, and the Cuban revolution Name revolutionary movements from 1945-1989, including the Chinese communist revolution, the Algerian revolution, and the Cuban revolution Recognize revolutionary movements from 1945-1989, including the Chinese communist revolution, the Algerian revolution, and the Cuban revolution Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 11 / ACCN: No ACCN Topic The Contemporary World 1989-present Benchmark SS.11.3.16 Examine the significant effects of technological developments and biological exchanges in the contemporary world Sample Performance Assessment (SPA) The student: Assesses the impact of technological developments (e.g. the Internet) and biological exchanges (e.g., the spread of AIDS) in the contemporary world. Rubric Advanced Proficient Partially Proficient Novice Examine, using relevant and insightful examples, the significant effects of technological developments and biological exchanges in the contemporary world Examine, using relevant examples, the significant effects of technological developments and biological exchanges in the contemporary world Explain the significant effects of technological developments or the effects of biological exchanges in the contemporary world Ineffectively explain the significant effects of technological developments and biological exchanges in the contemporary world Topic The Contemporary World 1989-present Benchmark SS.11.3.17 Examine critical human rights issues in the contemporary world Sample Performance Assessment (SPA) The student: Analyzes recent human rights violations such as ethnic cleansing, child labor, and political oppression. Rubric Advanced Proficient Partially Proficient Novice Examine critical human rights issues in the contemporary world, drawing relevant and insightful conclusions Examine critical human rights issues in the contemporary world, drawing relevant conclusions Examine critical human rights issues in the contemporary world, drawing weakly supported or irrelevant conclusions Ineffectively examine critical human rights issues in the contemporary world Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 11 / ACCN: No ACCN Strand Political Science/Civics Standard 4: Political Science/Civics: GOVERNANCE, DEMOCRACY, AND INTERACTION-Understand the purpose and historical impact of political institutions, the principles and values of American constitutional democracy, and the similarities and differences in government across cultural perspectives Topic Comparative Government Benchmark SS.11.4.1 Compare the features of republican and absolutist governments that emerged in 17th century Europe Sample Performance Assessment (SPA) The student: Analyzes the differences between a republic (e.g. England after the Glorious Revolution) and an absolute monarchy (e.g. France during the reign of Louis XIV). Rubric Advanced Proficient Partially Proficient Novice Analyze the features of republican and absolutist governments that emerged in 17th century Europe, making significant connections, insights, and generalizations Compare the features of republican and absolutist governments that emerged in 17th century Europe, making connections, insights, and generalizations Explain the features of republican and absolutist governments that emerged in 17th century Europe Identify the features of republican and absolutist governments that emerged in 17th century Europe Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 11 / ACCN: No ACCN Strand Political Science/Civics Standard 5: Political Science/Civics: PARTICIPATION AND CITIZENSHIP-Understand roles, rights (personal, economic, political), and responsibilities of American citizens and exercise them in civic action Topic Benchmark SS.11.5 No benchmark at this level Sample Performance Assessment (SPA) Rubric Advanced Proficient Partially Proficient Converted by HTML2PDF (www.zoomlane.com) Novice Content Area: Social Studies Grade/Course: 11 / ACCN: No ACCN Strand Cultural Anthropology Standard 6: Cultural Anthropology: SYSTEMS, DYNAMICS, AND INQUIRY-Understand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time Topic Benchmark SS.11.6 No benchmark at this level Sample Performance Assessment (SPA) Rubric Advanced Proficient Partially Proficient Converted by HTML2PDF (www.zoomlane.com) Novice Content Area: Social Studies Grade/Course: 11 / ACCN: No ACCN Strand Geography Standard 7: Geography: WORLD IN SPATIAL TERMS-Use geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world Topic Places and Regions Benchmark SS.11.7.1 Trace changing political boundaries under the influence of European imperialism Sample Performance Assessment (SPA) The student: Examines the new political boundaries created by imperial and colonial authorities in Asia, Africa, and the Pacific. Rubric Advanced Proficient Partially Proficient Novice Trace, with accuracy, changing political boundaries under the influence of European imperialism Trace, with no significant errors, changing political boundaries under the influence of European imperialism Trace, with a few significant errors, changing political boundaries under the influence of European imperialism Trace, with many significant errors, changing political boundaries under the influence of European imperialism Topic World in Spatial Terms Benchmark SS.11.7.2 Use tools and methods of geographers to understand changing views of world regions Sample Performance Assessment (SPA) The student: Uses geographic representations to understand changing conceptions of the western hemisphere after Christopher Columbus. Rubric Advanced Proficient Partially Proficient Novice Consistently use tools and methods of geographers to understand changing views of world regions Usually use tools and methods of geographers to understand changing views of world regions Sometimes use tools and methods of geographers to understand changing views of world regions Rarely use tools and methods of geographers to understand changing views of world regions Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 11 / ACCN: No ACCN Strand Economics Standard 8: Economics: RESOURCES, MARKETS, AND GOVERNMENT-Understand economic concepts and the characteristics of various economic systems Topic Economic Interdependence Benchmark SS.11.8.1 Explain how the exchange rate affects trade, imports, exports, and the economy of a nation Sample Performance Assessment (SPA) The student: Describes the connection between exchange rates and balance of trade. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, how the exchange rate affects trade, imports, exports, and the economy of a nation Explain, with detail, how the exchange rate affects trade, imports, exports, and the economy of a nation Explain, with minimal detail, how the exchange rate affects trade, imports, exports, and the economy of a nation Ineffectively explain how the exchange rate affects trade, imports, exports, and the economy of a nation Topic Economic Interdependence Benchmark SS.11.8.2 Describe the distribution of the world's resources as it affects international economic relationships Sample Performance Assessment (SPA) The student: Explains the effect of the oil crisis of the 1970s on American society. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, the distribution of the world's resources as it affects international economic relationships Describe, with detail, the distribution of the world's resources as it affects international economic relationships Describe, with minimal detail, the distribution of the world's resources as it affects international economic relationships Ineffectively describe the distribution of the world's resources as it affects international economic relationships Topic Role and Function of Markets Benchmark SS.11.8.3 Describe how the determinants of demand (i.e., income, substitutes, complements, number of buyers, tastes, expectations) affect the price and availability of goods and services Sample Performance Assessment (SPA) The student: Explains how multinational corporations facilitate meeting the consumer demands for the global marketplace. Rubric Advanced Proficient Partially Proficient Novice Explain, using relevant and insightful examples, how the determinants of demand affect the price and availability of goods and services Describe, using relevant examples, how the determinants of demand affect the price and availability of goods and services Describe the determinants of demand Ineffectively describe the determinants of demand Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: 11 / ACCN: No ACCN Topic Role and Function of Markets Benchmark SS.11.8.4 Describe how the determinants of supply (i.e., price and availability of inputs, technology, government regulation, number of sellers) affect the price and availability of goods and services Sample Performance Assessment (SPA) The student: Explains the economic impact of a ban on a particular imported good. Rubric Advanced Proficient Partially Proficient Novice Explain, using relevant and insightful examples, how the determinants of supply affect the price and availability of goods and services Describe, using relevant examples, how the determinants of supply affect the price and availability of goods and services Describe the determinants of supply Ineffectively describe the determinants of supply Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: American Problems / ACCN: CGU2200 Strand American Problems Standard 1: Understand socioeconomic issues Topic Socioeconomic Class Benchmark SS.AP.1.1 Compare the challenges faced by urban and rural poor Sample Performance Assessment (SPA) The student: Distinguishes between the issues faced by the urban poor in Honolulu and the rural poor on Oahu and/or other Hawaiian islands. Rubric Advanced Proficient Compare, with clear and precise detail, the challenges faced by urban and rural poor Compare, with detail, the Compare, with minimal detail, challenges faced by urban and the challenges faced by urban rural poor and rural poor Partially Proficient Novice Topic Corporations and Communities Benchmark SS.AP.1.2 Explain the positive and negative effects of large corporate activities in local communities Sample Performance Assessment (SPA) The student: Provides details about the economic impact of large chain retail stores on various communities (e.g., large city neighborhoods, urban corridor communities). Ineffectively compare the challenges faced by urban and rural poor Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, the positive and negative effects of large corporate activities in local communities Explain, with detail, the positive and negative effects of large corporate activities in local communities Explain, with minimal detail, the positive and negative effects of large corporate activities in local communities Ineffectively explain the positive and negative effects of large corporate activities in local communities Topic Medical Economics Benchmark SS.AP.1.3 Analyzes causes of increasing medical costs (e.g., medical technology, pharmaceuticals, health care providers, malpractice suits and insurance, uninsured patients) Sample Performance Assessment (SPA) The student: Researches reasons for increased costs of hospital stays. Rubric Advanced Proficient Partially Proficient Novice Analyze, with well-supported Analyze, with supported detail, Analyze, with weakly supported Ineffectively analyze the detail, the causes of increasing the causes of increasing detail, the causes of increasing causes of increasing medical medical costs in great depth medical costs in depth medical costs in limited depth costs Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: American Problems / ACCN: CGU2200 Topic America and the Global Economy Benchmark SS.AP.1.4 Describe the social, political, and economic issues America faces in light of emerging economies in places such as China, India, and Brazil Sample Performance Assessment (SPA) The student: Explains the political and economic impact of the trade deficit America has with China. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, the social, political, and economic issues America faces in light of emerging economies in places such as China, India, and Brazil Describe, with detail, the social, political, and economic issues America faces in light of emerging economies in places such as China, India, and Brazil Describe, with minimal detail, the social, political, and economic issues America faces in light of emerging economies in places such as China, India, and Brazil Ineffectively describe the social, political, and economic issues America faces in light of emerging economies in places such as China, India, and Brazil Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: American Problems / ACCN: CGU2200 Strand American Problems Standard 2: Understand problems of terrorism, war, and security Topic Democracy and Terrorism Benchmark SS.AP.2.1 Describe the controversy over national security vs. civil liberties with regard to terrorism Sample Performance Assessment (SPA) The student: Provides examples of the effects of the Patriot Act on national security and civil liberties. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, the controversy over national security vs. civil liberties with regard to terrorism Describe, with detail, the controversy over national security vs. civil liberties with regard to terrorism Describe, with minimal detail, the controversy over national security vs. civil liberties with regard to terrorism Ineffectively describe the controversy over national security vs. civil liberties with regard to terrorism Topic Military Policy and Society Benchmark SS.AP.2.2 Describe the impact of military policies on military service personnel (e.g., mental and physical health, access to health benefits, impact on families) Sample Performance Assessment (SPA) The student: Explains the effects of military health policies on disabled veterans. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, the impact of military policies on military service personnel Describe, with detail, the impact of military policies on military service personnel Describe, with minimal detail, the impact of military policies on military service personnel Ineffectively describe the impact of military policies on military service personnel Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: American Problems / ACCN: CGU2200 Strand American Problems Standard 3: Understand issues and politics of the ?culture wars? Topic Medicine and Science Benchmark SS.AP.3.1 Compare perspectives on controversial topics in medicine and science (e.g., abortion, stem cell research, life support systems) Sample Performance Assessment (SPA) The student: Assesses the controversy over stem cell research. Rubric Advanced Proficient Partially Proficient Novice Compare, with well-supported detail, perspectives on controversial topics in medicine and science Compare, with supported detail, perspectives on controversial topics in medicine and science Compare, with weakly supported detail, perspectives on controversial topics in medicine and science Ineffectively compare perspectives on controversial topics in medicine and science Topic Public Education Benchmark SS.AP.3.2 Explain controversies over public education (e.g., science and religion, sex education) Sample Performance Assessment (SPA) The student: Explains court rulings or school board decisions on efforts to include creationism in science curricula. Rubric Advanced Proficient Partially Proficient Novice Explain, with well-supported detail, controversies over public education Explain, with supported detail, controversies over public education Explain, with weakly supported Ineffectively explain detail, controversies over controversies over public public education education Topic Legal Controversies Benchmark SS.AP.3.3 Compare positions on legal issues (e.g., gun control, same sex marriage, capital punishment) Sample Performance Assessment (SPA) The student: Evaluates gun control issues in terms of the 2nd Amendment. Rubric Advanced Proficient Partially Proficient Compare, with well-supported Compare, with supported Compare, with weakly detail, positions on legal issues detail, positions on legal issues supported detail, positions on legal issues Converted by HTML2PDF (www.zoomlane.com) Novice Ineffectively compare positions on legal issues Content Area: Social Studies Grade/Course: American Problems / ACCN: CGU2200 Strand American Problems Standard 4: Understand minority and diversity issues Topic Social Differences Benchmark SS.AP.4.1 Analyze issues of diversity, prejudice, and discrimination in America Sample Performance Assessment (SPA) The student: Assesses the controversy over affirmative action (e.g., college admission, employment) Rubric Advanced Proficient Partially Proficient Analyze, with well-supported Analyze, with supported detail, detail, issues of diversity, issues of diversity, prejudice, prejudice, and discrimination in and discrimination in America America Novice Analyze, with weakly supported Ineffectively analyze issues of detail, issues of diversity, diversity, prejudice, and prejudice, and discrimination in discrimination in America America Topic Indigenous Peoples Benchmark SS.AP.4.2 Explain the social, political, economic, and cultural struggles of indigenous populations (e.g., Native Americans, Inuit, Native Hawaiians) Sample Performance Assessment (SPA) The student: Describes various issues faced by various indigenous people regarding assimilation Rubric Advanced Proficient Partially Proficient Novice Explain, with well-supported detail, the social, political, economic, and cultural struggles of indigenous populations Explain, with supported detail, the social, political, economic, and cultural struggles of indigenous populations Explain, with weakly supported detail, the social, political, economic, and cultural struggles of indigenous populations Ineffectively explain the social, political, economic, and cultural struggles of indigenous populations Topic Illegal Immigration Benchmark SS.AP.4.3 Explain various perspectives regarding illegal immigration Sample Performance Assessment (SPA) The student: Describes the economic impact of illegal immigration from various perspectives. Rubric Advanced Proficient Partially Proficient Explain, with well-supported detail, various perspectives regarding illegal immigration Explain, with supported detail, the various perspectives regarding illegal immigration Explain, with weakly supported Ineffectively explain various detail, various perspectives perspectives regarding illegal regarding illegal immigration immigration Converted by HTML2PDF (www.zoomlane.com) Novice Content Area: Social Studies Grade/Course: American Problems / ACCN: CGU2200 Strand American Problems Standard 5: Understand concerns over environmental degradation and economic opportunity Topic Science, Politics, and the Environment Benchmark SS.AP.5.1 Explain connections between the scientific, economic, and political aspects of global environmental issues (e.g., climate change, pollution, natural resources) Sample Performance Assessment (SPA) The student: Explains the positive and negative relationships between environmental and economic choices. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, connections between scientific, economic, and political aspects of global environmental issues Explain, with detail, connections between scientific, economic, and political aspects of global environmental issues Explain, with minimal detail, connections between scientific, economic, and political aspects of global environmental issues Ineffectively explain connections between scientific, economic, and political aspects of global environmental issues Topic Population Problems Benchmark SS.AP.5.2 Describe the effects of overpopulation on employment, land use, and pollution Sample Performance Assessment (SPA) The student: Explains the impact of population growth on water resources in arid regions of the United States. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, the effects of overpopulation on employment, land use, and pollution Describe, with detail, the effects of overpopulation on employment, land use, and pollution Describe, with minimal detail, the effects of overpopulation on employment, land use, and pollution Ineffectively describe the effects of overpopulation on employment, land use, and pollution Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: American Problems / ACCN: CGU2200 Strand American Problems Standard 6: Understand the impact of advanced information technology on public and private life Topic Impact of IT Benchmark SS.AP.6.1 Describe the impact of the information revolution on economic, social, and political issues and events Sample Performance Assessment (SPA) The student: Explains ways in which information technology has affected the growth of financial markets. Rubric Advanced Proficient Partially Proficient Novice Describe the impact of the information revolution on economic, social, and political issues and events, using precise and relevant examples Describe the impact of the information revolution on economic, social, and political issues and events, using relevant examples Describe the impact of the information revolution on economic, social, and political issues and events, using partially relevant examples Describe the impact of the information revolution on economic, social, and political issues and events, using few and/or irrelevant examples Topic IT and Ethics Benchmark SS.AP.6.2 Explain ethical issues involving internet use and privacy Sample Performance Assessment (SPA) The student: Explains controversies over internet access by corporations and/or government to private information (e.g., access to street addresses, photographs of private property, personal email communications). Rubric Advanced Proficient Partially Proficient Explain, with clear and precise detail, ethical issues involving internet use and privacy Explain, with detail, ethical issues involving internet use and privacy Explain, with minimal detail, Ineffectively explain ethical ethical issues involving internet issues involving internet use use and privacy and privacy Converted by HTML2PDF (www.zoomlane.com) Novice Content Area: Social Studies Grade/Course: Asian Studies / ACCN: CHR2100 Strand Asian Studies Standard 1: Understand the foundations of Asian societies Topic Beginnings of Agricultual Societies Benchmark SS.AS.1.1 Explain the origins and diffusion of agricultural societies in Asia, including the effects of culture and the environment Sample Performance Assessment (SPA) The student: Describes the relationship between the developments of agriculture and flood control in the beginnings of Chinese civilization. Rubric Advanced Proficient Partially Proficient Novice Explain, with well-supported detail, the origins and diffusion of agricultural societies in Asia, including the effects of culture and the environment Explain, with supported detail, the origins and diffusion of agricultural societies in Asia, including the effects of culture and the environment Explain, with weakly associated detail, the origins and diffusion of agricultural societies in Asia, including the effects of culture and the environment Ineffectively explain the origins and diffusion of agricultural societies in Asia, including the effects of culture and the environment Topic Classical Asian Societies Benchmark SS.AS.1.2 Explain the development of the classical cultures of Asian civilizations (e.g., Chinese, Indian, Japanese, Indonesian) Sample Performance Assessment (SPA) The student: Describes the philosophical and/or religious foundations of classical India and China (e.g., the Vedas, Brahmanism, Buddhism, Daoism, Confucianism). Rubric Advanced Proficient Partially Proficient Novice Explain, with well-supported detail, the development of the classical cultures of Asian civilizations Explain, with supported detail, the development of the classical cultures of Asian civilizations Explain, with weakly associated detail, the development of the classical cultures of Asian civilizations Ineffectively explain the development of the classical cultures of Asian civilizations Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Asian Studies / ACCN: CHR2100 Strand Asian Studies Standard 2: Understand the expansion and interactions of cultural regions in Asia Topic Cross-cultural Expansion Benchmark SS.AS.2.1 Explain how trade networks of central and southeast Asian societies facilitated cultural and commercial communications and exchanges (e.g., through the Silk Road, the Indian Ocean, the China Seas) Sample Performance Assessment (SPA) The student: Describes how Buddhism spread and developed along trade routes through various cultural regions. Rubric Advanced Proficient Partially Proficient Novice Explain, with well-supported detail, how trade networks of central and southeast Asian societies facilitated cultural and commercial communications and exchanges Explain, with supported detail, how trade networks of central and southeast Asian societies facilitated cultural and commercial communications and exchanges Explain, with weakly associated detail, how trade networks of central and southeast Asian societies facilitated cultural communications and exchanges Ineffectively explain how trade networks of central and southeast Asian societies facilitated cultural communications and exchanges Topic Cross-cultural Expansion Benchmark SS.AS.2.2 Describe the ways Chinese and Indian cultures expanded into and interacted with the regions around them Sample Performance Assessment (SPA) The student: Explains the effects of the Tang Dynasty?s regional expansion on China?s political, economic, and cultural development. Rubric Advanced Proficient Partially Proficient Novice Describe, with well-supported detail, the ways Chinese and Indian cultures expanded into and interacted with the regions around them Describe, with supported detail, the ways Chinese and Indian cultures expanded into and interacted with the regions around them Describe, with weakly associated detail, the ways Chinese and Indian cultures expanded into and interacted with the regions around them Ineffectively describe the ways Chinese and Indian cultures expanded into and interacted with the regions around them Topic Interaction and Isolation Benchmark SS.AS.2.3 Draw conclusions about the development of Japanese and Korean societies, their foreign contacts, and their isolation policies Sample Performance Assessment (SPA) The student: Investigates the impact of Chinese culture on Korea and Japan. Rubric Advanced Proficient Partially Proficient Novice Draw well-supported conclusions about the development of Japanese and Korean societies, their foreign contacts, and their isolation policies Draw supported conclusions about the development of Japanese and Korean societies, their foreign contacts, and their isolation policies Draw partially supported conclusions about the development of Japanese and Korean societies, their foreign contacts, and their isolation policies Ineffectively draw conclusions about the development of Japanese and Korean societies, their foreign contacts, and their isolation policies Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Asian Studies / ACCN: CHR2100 Strand Asian Studies Standard 3: Understand Asian reactions in the age of Western imperialism Topic Imperialism Benchmark SS.AS.3.1 Describe the social, political, and economic effects of Western imperialism on Asia (e.g., in China, Japan, India, Indonesia, Indo-China, the Philippines) ca. 1760 ? 1910 Sample Performance Assessment (SPA) The student: Explains the effects of American imperialism in the Philippines. Rubric Advanced Proficient Partially Proficient Novice Describe, with well-supported detail, the social, political, and economic effects of Western imperialism on Asia, ca. 1760 ? 1910 Describe, with supported detail, the social, political, and economic effects of Western imperialism on Asia, ca. 1760 ? 1910 Describe, with weakly associated details, the social, political, and economic effects of Western imperialism on Asia, ca. 1760 ? 1910 Ineffectively describe the social, political, and economic effects of Western imperialism on Asia, ca. 1760 ? 1910 Topic Imperialism Benchmark SS.AS.3.2 Compare the responses of various countries in Asia (e.g., China, Japan) to Western imperialism in the 19th century Sample Performance Assessment (SPA) The student: Differentiates, in terms of resistance to foreign pressures, the policies of the Chinese and Japanese governments in the last half of the 19th century. Rubric Advanced Proficient Partially Proficient Novice Investigate the responses of various countries in Asia to Western imperialism in the 19th century Compare the responses of various countries in Asia to Western imperialism in the 19th century Explain the responses of various countries in Asia to Western imperialism in the 19th century List the responses of various countries in Asia to Western imperialism in the 19th century Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Asian Studies / ACCN: CHR2100 Strand Asian Studies Standard 4: Understand the interactions of nationalism, wars, and revolutions in 20th century Asia Topic War and Nationalism Benchmark SS.AS.4.1 Describe the impact of the world wars and Japan?s military imperialism on Asian countries Sample Performance Assessment (SPA) The student: Explains the effects of Japan?s occupation on Korea. Rubric Advanced Proficient Partially Proficient Novice Describe, using precise and relevant details, the impact of the world wars and Japan?s military imperialism on Asian countries Describe, using relevant details, the impact of the world wars and Japan?s military imperialism on Asian countries Describe, using partially relevant details, the impact of the world wars and Japan?s military imperialism on Asian countries Ineffectively describe the impact of the world wars and Japan?s military imperialism on Asian countries Topic Revolution, Independence, and Nationalism Benchmark SS.AS.4.2 Explain how democratic and communist revolutions affected Asian independence and nationalist movements (e.g., in India, China, Vietnam, Cambodia, Philippines, Tibet) Sample Performance Assessment (SPA) The student: Describes the relationship between the ideologies of communism and democracy in the struggles for independence and self-determination by the countries of Indo-China. Rubric Advanced Proficient Partially Proficient Novice Explain, using precise and relevant detail , how democratic and communist revolutions affected Asian independence and nationalist movements Explain, using relevant details, how democratic and communist revolutions affected Asian independence and nationalist movements Explain, using partially relevant details, how democratic and communist revolutions affected Asian independence and nationalist movements Ineffectively explain how democratic and communist revolutions affected Asian independence and nationalist movements Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Asian Studies / ACCN: CHR2100 Strand Asian Studies Standard 5: Understand the roles of Asian nations in an interconnected world Topic Economic Growth Benchmark SS.AS.5.1 Describe how the rapid economic growth of various Asian countries has affected their people?s social norms and sense of national identity Sample Performance Assessment (SPA) The student: Explains the socioeconomic effect of modern industrialization on the societies of Japan and China. Rubric Advanced Proficient Partially Proficient Novice Describe, using precise and relevant details, how the rapid economic growth of various Asian countries has affected their people?s social norms and sense of national identity Describe, using relevant details, how the rapid economic growth of various Asian countries has affected their people?s social norms and sense of national identity Describe, using partially relevant details, how the rapid economic growth of various Asian countries has affected their people?s social norms and sense of national identity Ineffectively describe how the rapid economic growth of various Asian countries has affected their people?s social norms and sense of national identity Topic Global Issues Benchmark SS.AS.5.2 Compare the reactions by Asian traditional cultures to the impact of Western culture (e.g., as reflected in language, pop culture, norms) Sample Performance Assessment (SPA) The student: Compares cultural adaptations in different Asian countries (e.g., Japan, Taiwan, India) of various aspects of Western culture (e.g., music, clothing, political ideologies). Rubric Advanced Proficient Partially Proficient Novice Compare, using precise and relevant details, the reactions by Asian traditional cultures to the impact of Western culture Compare, using relevant details, the reactions by Asian traditional cultures to the impact of Western culture Compare, using partially relevant details, the reactions by Asian traditional cultures to the impact of Western culture Ineffectively compare the reactions by Asian traditional cultures to the impact of Western culture Topic Global Issues Benchmark SS.AS.5.3 Explain Asia?s role in such global crises as overpopulation, environmental degradation, epidemics, human trafficking, and terrorism Sample Performance Assessment (SPA) The student: Describes China?s problems with industrial pollution and efforts to reduce it. Rubric Advanced Proficient Partially Proficient Novice Explain, using precise and relevant details, Asia?s role in such global crises as overpopulation, environmental degradation, epidemics, human trafficking, and terrorism Explain, using relevant details,, Asia?s role in such global crises as overpopulation, environmental degradation, epidemics, human trafficking, and terrorism Explain, using partially relevant details, Asia?s role in such global crises as overpopulation, environmental degradation, epidemics, human trafficking, and terrorism Ineffectively explain Asia?s role in such global crises as overpopulation, environmental degradation, epidemics, human trafficking, and terrorism Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Cultural Anthropology / ACCN: No ACCN Strand Cultural Anthropology Standard 1: Understand anthropological theories and methods Topic Anthropological Theory Benchmark SS.CA.1.1 Differentiate between various concepts (e.g., culture, relativism, holism) and theories (e..g, diffusionism, structuralism, cultural ecology) in anthropology Sample Performance Assessment (SPA) The student: Critiques the effects of feminist, interpretive, and post-modernist theories on anthropology. Rubric Advanced Proficient Partially Proficient Novice Differentiate, with well-supported detail, between various concepts and theories in anthropology Differentiate, with supported detail, between various concepts and theories in anthropology Differentiate, with weakly associated details, between various concepts and theories in anthropology Differentiate, with unrelated details, between various concepts and theories in anthropology Topic Anthropological Theory Benchmark SS.CA.1.2 Assess the role of evolutionary theory in cultural anthropology (e.g., early evolution concepts, unilinear and multilinear evolution, sociobiology) Sample Performance Assessment (SPA) The student: Compares sociological and biological approaches to evolutionary concepts in cultural anthropology. Rubric Advanced Proficient Partially Proficient Assess, in great detail, the role Assess, in detail, the role of of evolutionary theory in evolutionary theory in cultural cultural anthropology anthropology Novice Assess, in some detail, the role Assess, in minimal detail, the of evolutionary theory in role of evolutionary theory in cultural anthropology cultural anthropology Topic Anthropological Methodologies Benchmark SS.CA.1.3 Assess how cultural anthropology uses case studies, participant observation, and ethnography Sample Performance Assessment (SPA) The student: Compares the goals and methods of cultural anthropology with those of natural science. Rubric Advanced Proficient Partially Proficient Novice Assess, in great detail, how cultural anthropology uses case studies, participant observation, and ethnography Asses, in detail, how cultural anthropology uses case studies, participant observation, and ethnography Assess, in some detail, how cultural anthropology uses case studies, participant observation, and ethnography Assess, in minimal detail, how cultural anthropology uses case studies, participant observation, and ethnography Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Cultural Anthropology / ACCN: No ACCN Strand Cultural Anthropology Standard 2: Understand varieties of communication, kinship, and social relationships Topic Cultural Communication Benchmark SS.CA.2.1 Describe how culture is produced and negotiated through audio and visual language systems, writing, and electronic media Sample Performance Assessment (SPA) The student: Explains ways in which the internet affects cross-cultural developments. Rubric Advanced Proficient Partially Proficient Novice Describe, in great detail, how culture is produced and negotiated through audio and visual language systems, writing, and electronic media Describe, in detail, how culture is produced and negotiated through audio and visual language systems, writing, and electronic media Describe, in some detail, how culture is produced and negotiated through audio and visual language systems, writing, and electronic media Describe, in minimal detail, how culture is produced and negotiated through audio and visual language systems, writing, and electronic media Topic Roles Based on Reproduction, Kinship, and Group Benchmark SS.CA.2.2 Compare how gender, biological relationship, and social identity have been used to determine family structure and roles/relations in different cultures and time periods Sample Performance Assessment (SPA) The student: Assesses the role of extended family structures is various cultures (e.g., Chinese, Polynesian, Iroquois, Bantu). Rubric Advanced Proficient Partially Proficient Novice Compare, with well-supported detail, how gender, biological relationship, and social identity have been used to determine family membership and structure relations in different cultures and time periods Compare, with supported detail, how gender, biological relationship, and social identity have been used to determine family membership and structure relations in different cultures and time periods Compare, with weakly associated details, how gender, biological relationship, and social identity have been used to determine family membership and structure relations in different cultures and time periods Compare, with unrelated details, how gender, biological relationship, and social identity have been used to determine family membership and structure relations in different cultures and time periods Topic Roles Based on Reproduction, Kinship, and Group Benchmark SS.CA.2.3 Describe forms of social stratification (e.g., based on class, ethnicity, religion, race, gender) in various times and/or places Sample Performance Assessment (SPA) The student: Provides examples of ethnic and/or racial stratification in local communities or regions. Rubric Advanced Proficient Partially Proficient Describe, in great detail, forms Describe, in detail, forms of of social stratification in various social stratification in various times and/or places times and/or places Novice Describe, in some detail, forms Describe, in minimal detail, of social stratification in various forms of social stratification in times and/or places various times and/or places Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Cultural Anthropology / ACCN: No ACCN Strand Cultural Anthropology Standard 3: Understand varieties of economic and political patterns Topic Economic Evolution and History Benchmark SS.CA.3.1 Trace the development of food acquisition from hunting-gathering through the rise and spread of agriculture and pastoralism Sample Performance Assessment (SPA) The student: Compares conflicting and peaceful transitions from hunter-gatherer to agricultural and pastoral systems of food acquisition. Rubric Advanced Proficient Partially Proficient Novice Trace, in great detail, the development of food acquisition from hunting-gathering through the rise and spread of agriculture and pastoralism Trace, in detail, the development of food acquisition from hunting-gathering through the rise and spread of agriculture and pastoralism Trace, in some detail, the development of food acquisition from hunting-gathering through the rise and spread of agriculture and pastoralism Trace, in minimal detail, the development of food acquisition from hunting-gathering through the rise and spread of agriculture and pastoralism Topic Economic Systems Benchmark SS.CA.3.2 Compare the economic systems (e.g., resource bases, production and distribution modes, and/or socioeconomic allocation patterns) of agrarian, industrial, and post-industrial societies Sample Performance Assessment (SPA) The student: Assesses how railroad systems affect agrarian and rural societies. Rubric Advanced Proficient Partially Proficient Novice Compare, with well-supported detail, the economic systems of agrarian, industrial, and post-industrial societies Compare, with supported detail, the economic systems of agrarian, industrial, and post-industrial societies Compare, with weakly associated details, the economic systems of agrarian, industrial, and post-industrial societies Compare, with unrelated details, the economic systems of agrarian, industrial, and post-industrial societies Topic Political Systems Benchmark SS.CA.3.3 Compare how different kinds of political organization (e.g., democratic, communist, theocratic, military/police state) have managed authority, freedom, laws, values, and conflict Sample Performance Assessment (SPA) The student: Evaluates, in terms of strength and weakness, the role of habeas corpus in the legal systems of various types of political organization. Rubric Advanced Proficient Partially Proficient Novice Compare, with well-supported detail, how different kinds of political organization have managed authority, freedom, laws, values, and conflict Compare, with supported detail, how different kinds of political organization have managed authority, freedom, laws, values, and conflict Compare, with weakly associated details, how different kinds of political organization have managed authority, freedom, laws, values, and conflict Compare, with unrelated details, how different kinds of political organization have managed authority, freedom, laws, values, and conflict Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Cultural Anthropology / ACCN: No ACCN Strand Cultural Anthropology Standard 4: Understand varieties of belief and creativity Topic Comparative Religion Benchmark SS.CA.4.1 Compare the beliefs, symbols, and practices of various religions Sample Performance Assessment (SPA) The student: Distinguishes between the theological and social beliefs of monotheistic and polytheistic religions. Rubric Advanced Proficient Partially Proficient Compare, with well-supported Compare, with supported Compare, with weakly detail, the beliefs, symbols, and detail, the beliefs, symbols, and associated details, the beliefs, practices of various religions practices of various religions symbols, and practices of various religions Novice Compare, with unrelated details, the beliefs, symbols, and practices of various religions Topic Cultural Exchange Benchmark SS.CA.4.2 Describe ways that cross-cultural encounters have affected artistic expression Sample Performance Assessment (SPA) The student: Provides examples of the influence of British architecture on India?s public buildings. Rubric Advanced Proficient Partially Proficient Novice Describe, providing highly relevant examples, ways that cross-cultural encounters have affected artistic expression Describe, providing relevant examples, ways that cross-cultural encounters have affected artistic expression Describe, providing partially relevant examples, ways that cross-cultural encounters have affected artistic expression Describe, providing irrelevant examples, ways that cross-cultural encounters have affected artistic expression Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Cultural Anthropology / ACCN: No ACCN Strand Cultural Anthropology Standard 5: Understand interactions between local and global cultural patterns Topic Local Impacts of Global Change Benchmark SS.CA.5.1 Explain the effects of globalization on regional and local cultures (e.g., gender roles, education, language, the arts, law) Sample Performance Assessment (SPA) The student: Explains the effect of global economic changes on the rise of female education. Rubric Advanced Proficient Partially Proficient Novice Explain, with well-supported conclusions, the effects of globalization on regional and local cultures Explain, with supported conclusions, the effects of globalization on regional and local cultures Explain, with partially supported conclusions, the effects of globalization on regional and local cultures Explain, with unsupported conclusions, the effects of globalization on regional and local cultures Topic Local Impacts of Global Change Benchmark SS.CA.5.2 Describe ways indigenous people are using contemporary resources to revitalize and protect their cultures Sample Performance Assessment (SPA) The student: Describes the economic and political methods used by tribal groups in the Amazon Basin to protect their cultures and territories. Rubric Advanced Proficient Partially Proficient Novice Describe, with well-supported conclusions, ways indigenous people are using contemporary resources to revitalize and protect their cultures Describe, with supported conclusions, ways indigenous people are using contemporary resources to revitalize and protect their cultures Describe, with partially supported conclusions, ways indigenous people are using contemporary resources to revitalize and protect their cultures Describe, with unsupported conclusions, ways indigenous people are using contemporary resources to revitalize and protect their cultures Topic Cultural Conflict Benchmark SS.CA.5.3 Explain causes and resolutions of cultural conflict (e.g., tribal, national, ethnic, religious, racial) Sample Performance Assessment (SPA) The student: Describes the history of the Indo-Pakistani conflict in Kashmir. Rubric Advanced Proficient Explain, with well-supported detail, causes and resolutions of cultural conflict Explain, with supported details, Explain, with weakly Explain, with unrelated details, causes and resolutions of associated details, causes and causes and resolutions of cultural conflict resolutions of cultural conflict cultural conflict Partially Proficient Converted by HTML2PDF (www.zoomlane.com) Novice Content Area: Social Studies Grade/Course: Economics / ACCN: CSD2500 Strand Economics Standard 1: Understand that scarcity and choice impact economic activity of individuals, families, communities, and nations Topic Opportunity Costs and Trade-offs Benchmark SS.12E.1.1 Describe how individuals, families, communities, and/or nations use marginal costs and marginal benefits to make economic decisions Sample Performance Assessment (SPA) The student: Uses current personal or family budgets, goals, and values to describe how marginal costs and marginal benefits are related to economic decisions. Rubric Advanced Proficient Partially Proficient Novice Describe how individuals, families, communities, and/or nations use marginal costs and marginal benefits to make economic decisions, drawing highly relevant conclusions Describe how individuals, families, communities, and/or nations use marginal costs and marginal benefits to make economic decisions, drawing relevant conclusions Describe how individuals, families, communities, and/or nations use marginal costs and marginal benefits to make economic decisions, drawing partially relevant conclusions Ineffectively describe how individuals, families, communities, and/or nations use marginal costs and marginal benefits to make economic decisions Topic Productivity Benchmark SS.12E.1.2 Identify the factors of production (e.g., land, labor, capital) and explain how these factors influence the production of goods and services Sample Performance Assessment (SPA) The student: Identifies the factors of production in coffee manufacturing and explains how these factors affect its production. Rubric Advanced Proficient Partially Proficient Novice Identify the factors of production and explain, with clear and precise detail, how these factors influence the production of goods and services Identify the factors of production and explain, with detail, how these factors influence the production of goods and services Identify the factors of production and explain, with minimal detail, how these factors influence the production of goods and services Ineffectively identify the factors of production and ineffectively explain how these factors influence the production of goods and services Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Economics / ACCN: CSD2500 Strand Economics Standard 2: Understand markets and the role of supply and demand in determining price and resource allocation Topic Role and Function of Markets Benchmark SS.12E.2.1 Explain the laws of supply and demand and illustrate how their determinants affect the supply or demand curve (e.g., how changes in technology or price of inputs affect supply; how consumer income, tastes, and preferences affect demand) Sample Performance Assessment (SPA) The student: Uses the laws of supply and demand to explain how changes in the price of oil may affect the supply of alternative sources of energy. Rubric Advanced Proficient Partially Proficient Novice Explain the laws of supply and demand and illustrate how the determinants of supply or demand affect the supply or demand curve, drawing highly relevant conclusions Explain the laws of supply and demand and illustrate how the determinants of supply or demand affect the supply or demand curve, drawing relevant conclusions Explain the laws of supply and demand and illustrate how the determinants of supply or demand affect the supply or demand curve, drawing partially relevant conclusions Ineffectively explain the laws of supply and demand and poorly illustrate how the determinants of supply or demand affect the supply or demand curve Topic Role and Function of Markets Benchmark SS.12E.2.2 Explain how money makes it easier for countries to borrow, save, invest, and compare the value of goods and services Sample Performance Assessment (SPA) The student: Explains how nations with different currencies are able to buy and sell goods and services globally. Rubric Advanced Proficient Partially Proficient Novice Explain how money makes it easier for countries to borrow, save, invest, and compare the value of goods and services, drawing highly relevant conclusions Explain how money makes it easier for countries to borrow, save, invest, and compare the value of goods and services, drawing relevant conclusions Explain how money makes it easier for countries to borrow, save, invest, and compare the value of goods and services, drawing partially relevant conclusions Ineffectively explain how money makes it easier for countries to borrow, save, invest, and ineffectively compare the value of goods and services Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Economics / ACCN: CSD2500 Strand Economics Standard 3: Understand the sources of income and growth in a market-based economy Topic Economic Growth Benchmark SS.12E.3.1 Describe the characteristics of an entrepreneur (e.g., how he or she accepts business risks for profit) and explain the role of entrepreneurs in a market-based economy (e.g., how they introduce new products and production methods) Sample Performance Assessment (SPA) The student: Describes a local entrepreneur or a historically significant entrepreneur and explains how his or her innovation or methods of production contributed to the growth of the community or nation. Rubric Advanced Proficient Partially Proficient Novice Describe the characteristics of an entrepreneur and explain, with clear and precise detail, the role of entrepreneurs in a market-based economy Describe the characteristics of an entrepreneur and explain, with detail, the role of entrepreneurs in a a market-based economy Describe the characteristics of an entrepreneur and explain, with minimal detail, the role of entrepreneurs in a market-based economy Ineffectively describe the characteristics of an entrepreneur and ineffectively explain the role of entrepreneurs in a market-based economy Topic Economic Growth Benchmark SS.12E.3.2 Explain how stock markets function, what influences their performance, and how they impact national economies Sample Performance Assessment (SPA) The student: Explains the impact of a bankruptcy of a major corporation on the performance of the stock market. Rubric Advanced Proficient Partially Proficient Novice Explain how stock markets function, what influences their performance, and how they impact national economies, using highly relevant examples Explain how stock markets function, what influences their performance, and how they impact national economies, using relevant examples Explain how stock markets function, what influences their performance, and how they impact national economies, using partially relevant examples Ineffectively explain how stock markets function, what influences their performance, and how they impact national economies Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Economics / ACCN: CSD2500 Strand Economics Standard 4: Understand how to use personal economic decision-making to maximize the net benefits of personal income Topic Personal Economic Decisions Benchmark SS.12E.4.1 Analyze the types of personal economic decisions and choices that individuals make (e.g., determining how to budget money; establishing short- and long-term financial goals and plans related to income, saving, and spending; utilizing loans and credit cards; considering investment options) Sample Performance Assessment (SPA) The student: Develops a financially solvent retirement plan for people in various careers. Rubric Advanced Proficient Partially Proficient Novice Analyze the types of personal economic decisions and choices that individuals make, drawing highly relevant conclusions Analyze the types of personal economic decisions and choices that individuals make, drawing relevant conclusions Analyze the types of personal economic decisions and choices that individuals make, drawing partially relevant conclusions Ineffectively analyze the types of personal economic decisions and choices that individuals make Topic Economic Reasoning Benchmark SS.12E.4.2 Identify how economic reasoning is used to make to make personal decisions (e.g., purchasing a car; deciding on a college, career choices) Sample Performance Assessment (SPA) The student: Identifies the trade-offs and opportunity costs of buying a new car. Rubric Advanced Proficient Partially Proficient Novice Identify how economic reasoning is used to make personal decisions, using highly relevant examples Identify how economic reasoning is used to make personal decisions, using relevant examples Identify how economic reasoning is used to make decisions, using partially relevant examples Ineffectively identify how economic reasoning is used to make decisions Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Economics / ACCN: CSD2500 Strand Economics Standard 5: Understand the various economic institutions of a market-based economy Topic Economic Institutions Benchmark SS.12E.5.1 Explain the significance of economic institutions (e.g., the banking system and its interaction with business firms and consumers; the function of financial and securities markets; the impact of labor unions on the American economy) in a market-based economy Sample Performance Assessment (SPA) The student: Explains the importance of banking and how it serves as a medium of exchange in a market-based economy. Rubric Advanced Proficient Partially Proficient Describe, with clear and precise detail, how and why individuals utilize various financial institutions Describe, with detail, how and why individuals utilize various financial institutions Describe, with minimal detail, Ineffectively describe how and how and why individuals utilize why individuals utilize various various financial institutions financial institutions Novice Topic Competition Benchmark SS.12E.5.2 Explain the nature and role of competition in a market-based economy (e.g., the determination of market price through competition among buyers and sellers; conditions that make industries more or less competitive; the effect of domestic and international competition in a market-based economy) Sample Performance Assessment (SPA) The student: Describes how the number of sellers of a similar good or service in a market affects the quality, quantity, and price of those goods or services. Rubric Advanced Proficient Partially Proficient Explain the nature and role of competition in a market-based economy, drawing highly relevant conclusions Explain the nature and role of competition in a market-based economy, drawing relevant conclusions Describe the nature and role of Identify the nature and role of competition in a market-based competition in a market-based economy, drawing partially economy relevant conclusions Converted by HTML2PDF (www.zoomlane.com) Novice Content Area: Social Studies Grade/Course: Economics / ACCN: CSD2500 Strand Economics Standard 6: Understand the national economy and economic policies Topic National Economy Benchmark SS.12E.6.1 Explain various measures of economic health (e.g., the Gross Domestic Product [GDP], consumer price indexes [CPI], personal income, disposable income, rates of inflation and deflation, unemployment rates) Sample Performance Assessment (SPA) The student: Uses various measures of economic health (such as GDP, CPI, income statistics) to assess the economic health of the nation. Rubric Advanced Proficient Partially Proficient Explain, with clear and precise detail, various measures of economic health Explain, with detail, various measures of economic health Explain, with minimal detail, Ineffectively explain various various measures of economic measures of economic health health Novice Topic Economic Policies Benchmark SS.12E.6.2 Explain the various roles government plays in a market-based economy, including monetary policy, market regulation and oversight, and fiscal policy Sample Performance Assessment (SPA) The student: Explains how monetary and fiscal policy are used to control inflation. Rubric Advanced Proficient Partially Proficient Novice Explain the various roles government plays in a market-based economy, including monetary policy, market regulation and oversight, and fiscal policy, using highly relevant examples Explain the various roles government plays in a market-based economy, including monetary policy, market regulation and oversight, and fiscal policy, using relevant examples Explain the various roles government plays in a market-based economy, including monetary policy, market regulation and oversight, and fiscal policy, using partially relevant examples Ineffectively explain the various roles government plays in a market-based economy, including monetary policy, market regulation and oversight, and fiscal policy Topic Revenue Benchmark SS.12E.6.3 Explain major sources of government revenue (e.g., personal income and payroll taxes, sales taxes, property taxes) at the federal, state, and local level Sample Performance Assessment (SPA) The student: Uses data on taxes to explain government revenue sources. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, major sources of government revenue (e.g., personal income and payroll taxes, sales taxes, property taxes) at the federal, state, and local level Explain, with detail, major sources of government revenue (e.g., personal income and payroll taxes, sales taxes, property taxes) at the federal, state, and local level Explain, with minimal detail, major sources of government revenue (e.g., personal income and payroll taxes, sales taxes, property taxes) at the federal, state, and local level Ineffectively explain major sources of government revenue (e.g., personal income and payroll taxes, sales taxes, property taxes) at the federal, state, and local level Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Economics / ACCN: CSD2500 Strand Economics Standard 7: Understand the principles of global trade and economic development Topic Characteristics of Global Trade Benchmark SS.12E.7.1 Explain the characteristics of global trade (e.g., tariffs, foreign exchange market, trade agreements, balance of payments, specialization) Sample Performance Assessment (SPA) The student: Explains how the foreign exchange market affects the cost of an imported skateboard. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, the characteristics of global trade Explain, with detail, the characteristics of global trade Explain, with minimal detail, the Ineffectively explain the characteristics of global trade characteristics of global trade Topic Economic Development Benchmark SS.12E.7.2 Explain how global trade affects a nation's economic development (e.g., increases in consumer choice, standards of living, production efficiencies) Sample Performance Assessment (SPA) The student: Explains how trade agreements affect economic development in partner nation(s). Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise evidence, how global trade affects economic development Explain, with evidence, how global trade affects economic development Explain, with weak evidence, how global trade affects economic development Ineffectively explain how global trade affects economic development Topic Economic Development Benchmark SS.12E.7.3 Compare the advantages and disadvantages of economic systems (i.e., traditional, command, market-based) Sample Performance Assessment (SPA) The student: Compares a capitalist nation to a communist nation in terms of economic advantages and disadvantages. Rubric Advanced Proficient Partially Proficient Novice Compare the advantages and disadvantages of economic systems (i.e., traditional, command, market-based), drawing highly relevant conclusions Compare the advantages and disadvantages of economic systems (i.e., traditional, command, market-based), drawing relevant conclusions Compare the advantages and disadvantages of economic systems (i.e., traditional, command, market-based), drawing partially relevant conclusions Ineffectively compare the advantages and disadvantages of economic systems (i.e., traditional, command, market-based) Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: European Studies / ACCN: CHR2200 Strand European Studies Standard 1: Understand aspects of European culture Topic The Arts Benchmark SS.ES.1.1 Describe trends in the visual arts of Europe Sample Performance Assessment (SPA) The student: Provides examples of visual arts from different periods (e.g., Renaissance, Neo-Classical, Realism, Impressionism, Modernism) of European painting. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, trends in the visual arts of Europe Describe, with detail, trends in the visual arts of Europe Describe, with minimal detail, trends in the visual arts of Europe Ineffectively describe trends in the visual arts of Europe Topic Literature, Film, Theater Benchmark SS.ES.1.2 Explain how European literature and film have reflected issues in European society Sample Performance Assessment (SPA) The student: Describes ways in which European novelists have dealt with totalitarianism (e.g., Malraux, Mann, Orwell, Solzhenitsyn). Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, how European literature and film have reflected issues in European society Explain, with detail, how European literature and film have reflected issues in European society Explain, with minimal detail, how European literature and film have reflected issues in European society Ineffectively explain how European literature and film have reflected issues in European society Topic Science and Scholarship Benchmark SS.ES.1.3 Draw conclusions about European science and scholarship (e.g., European Organization for Nuclear Research (CERN), the Nobel Prize, deconstructionism) Sample Performance Assessment (SPA) The student: Researches the development and significance of the European Organization for Nuclear Research (CERN). Rubric Advanced Proficient Partially Proficient Novice Draw well-supported conclusions about European science and scholarship Draw supported conclusions about European science and scholarship Draw partially supported conclusions about European science and scholarship Ineffectively draw conclusions about European science and scholarship Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: European Studies / ACCN: CHR2200 Strand European Studies Standard 2: Understand political issues among European nations Topic European Union Benchmark SS.ES.2.1 Describe the development, purpose, and current status of the European Union (EU) Sample Performance Assessment (SPA) The student: Describes the development of the European Union (EU) and explains its impact on global politics. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, the development, purpose, and current status of the European Union (EU) Describe, with detail, the development, purpose, and current status of the European Union (EU) Describe, with minimal detail, the development, purpose, and current status of the European Union (EU) Ineffectively describe the development, purpose, and current status of the European Union (EU) Topic Supranational and Regional Issues Benchmark SS.ES.2.2 Explain the tensions in Europe between supranational organizations (e.g., EU, NATO) and regionalism (e.g., national and local autonomy) Sample Performance Assessment (SPA) The student: Describes controversies between the EU, national governments, and local communities over trade policies. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, the tensions in Europe between supranational organizations and regionalism Explain, with detail, the tensions in Europe between supranational organizations and regionalism Explain, with minimal detail, the tensions in Europe between supranational organizations and regionalism Ineffectively explain the tensions in Europe between supranational organizations and regionalism Topic The Balkans Benchmark SS.ES.2.3 Explain the conflicts following the breakup of Yugoslavia (e.g., conflicts in Croatia, Bosnia and Kosovo; ethnic cleansing) Sample Performance Assessment (SPA) The student: Describes the stages of North Atlantic Treaty Organization (NATO) involvement with the conflicts in areas of former Yugoslavia. Rubric Advanced Proficient Partially Proficient Explain, with clear and precise detail, the conflicts following the breakup of Yugoslavia Explain, with detail, the conflicts following the breakup of Yugoslavia Explain, with minimal detail, the Ineffectively explain the conflicts following the breakup conflicts following the breakup of Yugoslavia of Yugoslavia Converted by HTML2PDF (www.zoomlane.com) Novice Content Area: Social Studies Grade/Course: European Studies / ACCN: CHR2200 Strand European Studies Standard 3: Understand European political relations with non-European countries Topic International Organizations Benchmark SS.ES.3.1 Describe the roles of different European countries in the United Nations (e.g., in the General Assembly, on the Security Council, in particular crises and humanitarian missions) Sample Performance Assessment (SPA) The student: Gives examples of the participation of European countries in UN humanitarian missions (e.g., in Africa, Asia). Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and Describe, with detail, the roles Describe, with minimal detail, Ineffectively describe the roles precise detail, the roles of of different European countries the roles of different European of different European countries different European countries in in the United Nations countries in the United Nations in the United Nations the United Nations Topic Terrorism, Security, and Freedom Benchmark SS.ES.3.2 Compare how European countries have dealt with terrorism Sample Performance Assessment (SPA) The student: Compares anti-terrorist surveillance in European nations (e.g., United Kingdom, Spain, Germany). Rubric Advanced Proficient Partially Proficient Novice Investigate how European countries have dealt with terrorism Compare how European countries have dealt with terrorism Describe how European countries have dealt with terrorism Identify how European countries have dealt with terrorism Topic Relations With Large Powers Benchmark SS.ES.3.3 Draw conclusions about Europe?s political issues with the United States (e.g., military cooperation) and with Russia (e.g., democracy vs. autocracy in ex-Soviet countries) Sample Performance Assessment (SPA) The student: Investigates the policies of European countries regarding the United States invasion of Iraq and the Russian invasion of Georgia. Rubric Advanced Proficient Partially Proficient Novice Draw well-supported conclusions about Europe?s political issues with the United States and with Russia Draw supported conclusions about Europe?s political issues with the United States and with Russia Draw partially supported conclusions about Europe?s political issues with the United States and with Russia Ineffectively draw conclusions about Europe?s political issues with the United States and with Russia Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: European Studies / ACCN: CHR2200 Strand European Studies Standard 4: Understand European economic issues Topic Monetary and Fiscal Issues Benchmark SS.ES.4.1 Describe how the Euro was adopted and its present standing as European currency Sample Performance Assessment (SPA) The student: Explains the relationship between the Euro and global financial developments. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, how the Euro was adopted and its present standing as European currency Describe, with detail, how the Euro was adopted and its present standing as European currency Describe, with minimal detail, how the Euro was adopted and its present standing as European currency Ineffectively describe how the Euro was adopted and its present standing as European currency Topic East-West Economic Restructuring Benchmark SS.ES.4.2 Explain issues related to integrating former Communist bloc countries into the western European economy Sample Performance Assessment (SPA) The student: Describes difficulties and benefits experienced by western European investors in eastern European economies (e.g., renovating industries, improving infrastructure, modernizing banking). Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, issues related to integrating former Communist bloc countries into the western European economy Explain, with detail, issues related to integrating former Communist bloc countries into the western European economy Explain, with minimal detail, issues related to integrating former Communist bloc countries into the western European economy Ineffectively explain issues related to integrating former Communist bloc countries into the western European economy Topic Interconnected World Benchmark SS.ES.4.3 Describe the role of European corporations and governments in globalization Sample Performance Assessment (SPA) The student: Describes European involvement in policies of the World Trade Organization (WTO). Rubric Advanced Proficient Partially Proficient Novice Describe, with well-supported detail, the role of European corporations and governments in globalization Describe, with supported detail, the role of European corporations and governments in globalization Describe, with partially supported detail, the role of European corporations and governments in globalization Ineffectively describe the role of European corporations and governments in globalization Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: European Studies / ACCN: CHR2200 Strand European Studies Standard 4: Understand European economic issues Topic Immigration Benchmark SS.ES.5.1 Explain issues concerning immigrants from eastern Europe, Africa, and the Middle East Sample Performance Assessment (SPA) The student: Describes the problems faced by Muslim immigrants in European countries. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, issues concerning immigrants from eastern Europe, Africa, and the Middle East Explain, with detail, issues concerning immigrants from eastern Europe, Africa, and the Middle East Explain, with minimal detail, issues concerning immigrants from eastern Europe, Africa, and the Middle East Ineffectively explain issues concerning immigrants from eastern Europe, Africa, and the Middle East Topic Intolerance and Conflict Benchmark SS.ES.5.2 Describe ethnic and religious conflicts in European history (e.g., the Wars of Religion, anti-Semitism, ethnic cleansing) Sample Performance Assessment (SPA) The student: Gives examples of genocidal episodes in European history (e.g., the Holocaust, pogroms, ethnic cleansing, the Ukrainian famine). Rubric Advanced Proficient Partially Proficient Describe, with clear and precise detail, ethnic and religious conflicts in European history Describe, with detail, ethnic and religious conflicts in European history Describe, with minimal detail, Ineffectively describe ethnic ethnic and religious conflicts in and religious conflicts in European history European history Novice Topic Mixed Systems Benchmark SS.ES.5.3 Describe how social democracy differs among European countries Sample Performance Assessment (SPA) The student: Explains ways in which social democracy was defined in such countries as Sweden, the United Kingdom, Germany, France, and the Netherlands. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, how social democracy differs among European countries Describe, with detail, how social democracy differs among European countries Describe, with minimal detail, how social democracy differs among European countries Ineffectively describe how social democracy differs among European countries Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: European Studies / ACCN: CHR2200 Topic Environmental Problems Benchmark SS.ES.5.4 Compare policies of various European countries towards environmental problems Sample Performance Assessment (SPA) The student: Differentiates between the environmental effects of energy production among various European countries. Rubric Advanced Proficient Partially Proficient Novice Investigate policies of various European countries towards environmental problems Compare policies of various European countries towards environmental problems Describe policies of various European countries towards environmental problems Identify policies of various European countries towards environmental problems Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Geography / ACCN: No ACCN Strand 1 Geography Topic Spatial Organization, Dynamics, and Interaction Benchmark SS.12G.1.1 Describe the relative location, size of, and distances among significant physical features and their relationship to political features Sample Performance Assessment (SPA) The student: Describes significant physical features (such as bodies of water, mountain ranges) that are related to current disputes about political boundaries (e.g., disputes about fishing rights or territorial ownership). Rubric Advanced Proficient Partially Proficient Novice Describe the relative location, size of, and distances among significant physical features and their relationship to political features, with no erros Describe the relative location, size of, and distances among significant physical features and their relationship to political features, with no significant errors Describe the relative location, size of, and distances among significant physical features and their relationship to political features, with a few significant errors Ineffectively describe the relative location, size of, and distances among significant physical features and their relationship to political features Topic Spatial Organization, Dynamics, and Interaction Benchmark SS.12G.1.2 Explain different patterns of land use (e.g., land use in urban, suburban, and rural areas) Sample Performance Assessment (SPA) The student: Summarizes the patterns of land use that remain consistent regardless of cultural or economic differences (e.g., how urban areas are often situated on land near river confluences or rich natural resources). Rubric Advanced Proficient Partially Proficient Novice Analyze different patterns of land use (e.g., land use in urban, suburban, and rural areas) Explain different patterns of land use (e.g., land use in urban, suburban, and rural areas) Describe different patterns of land use (e.g., land use in urban, suburban, and rural areas) Identify different patterns of land use (e.g., land use in urban, suburban, and rural areas) Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Geography / ACCN: No ACCN Strand 2 Geography Topic Nature of Regions Benchmark SS.12G.2.1 Describe factors that contribute to the dynamic nature of regions (e.g., human influences such as migration, technology, and economic development; physical influences such as environmental change and ecosystem dynamics) Sample Performance Assessment (SPA) The student: Selects a region of the world currently undergoing rapid change and identifies the significant natural, technological, or economic forces that drive this change. Rubric Advanced Proficient Partially Proficient Describe factors that contribute to the dynamic nature of regions using relevant and insightful examples supported by clear and precise details Describe factors that contribute to the dynamic nature of regions, using relevant examples Describe factors that contribute Ineffectively describe factors to the dynamic nature of that contribute to the dynamic regions using partially relevant nature of regions examples Novice Topic Nature of Regions Benchmark SS.12G.2.2 Describe why places and regions are important to individual human identity and as symbols for unifying or fragmenting society (e.g., physical and symbolic characteristics of places, effects of climate on culture) Sample Performance Assessment (SPA) The student: Explains the connections between a student-selected culture and its traditional location. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, why places and regions are important to individual human identity and as symbols for unifying or fragmenting society Describe, with detail, why places and regions are important to individual human identity and as symbols for unifying or fragmenting society Describe, with minimal detail, why places and regions are important to individual human identity and as symbols for unifying or fragmenting society Ineffectively describe why places and regions are important to individual human identity and as symbols for unifying or fragmenting society Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Geography / ACCN: No ACCN Strand 3 Geography Topic Physical Systems Benchmark SS.12G.3.1 Explain ecosystems in terms of their biodiversity and productivity (e.g., food chains, plant and animal communities, grasslands, forests, deserts, tundra, wetlands, coral reefs) Sample Performance Assessment (SPA) The student: Illustrates through pictures and/or words the complex relationships in a chosen ecosystem. Rubric Advanced Proficient Partially Proficient Compare ecosystems in terms of their biodiversity and productivity Explain ecosystems in terms of Describe ecosystems in terms their biodiversity and of their biodiversity and productivity productivity Converted by HTML2PDF (www.zoomlane.com) Novice Recognize ecosystems in terms of their biodiversity and productivity Content Area: Social Studies Grade/Course: Geography / ACCN: No ACCN Strand 4 Geography Topic Human Systems Benchmark SS.12G.4.1 Investigate the physical characteristics of urban areas (e.g., size, structure, arrangement) and how those characteristics have changed over time Sample Performance Assessment (SPA) The student: Hypothesizes how a selected urban area has changed over time, then confirms or disconfirms the hypothesis through an historical investigation. Rubric Advanced Proficient Partially Proficient Novice Investigate the characteristics of urban areas and how those characteristics have changed over time, drawing relevant conclusions supported by clear and precise details Investigate the characteristics of urban areas and how those characteristics have changed over time, drawing relevant conclusions Investigate the characteristics of urban areas and how those characteristics have changed over time, drawing partially relevant conclusions Ineffectively investigate the characteristics of urban areas and how those characteristics have changed over time Topic Human Systems Benchmark SS.12G.4.2 Assess the impact of human migration on physical and human systems (e.g., effects on ecosystems, resource use, and economic development; effects on population characteristics such as religion and average age) Sample Performance Assessment (SPA) The student: Chooses a specific instance of human migration to study and compares statistics about the area before and after. Rubric Advanced Proficient Partially Proficient Novice Assess the impact of human migration on physical and human systems, drawing relevant and strongly supported conclusions Assess the impact of human migration on physical and human systems, drawing relevant conclusions Assess the impact of human migration on physical and human systems, drawing partially relevant conclusions Ineffectively assess the impact of human migration on physical and human systems Topic Human Systems Benchmark SS.12G.4.3 Assess the physical and human impact of emerging urban forms in the present-day world (e.g., megalopolis or edge cities, metropolitan corridors, transportation technology, ethnic enclaves) Sample Performance Assessment (SPA) The student: Compares and contrasts two or more distinct urban areas by examining each area?s major characteristics. Rubric Advanced Proficient Partially Proficient Novice Assess the physical and human impact of emerging urban forms in the present-day world, drawing relevant conclusions supported by clear and precise details Assess the physical and human impact of emerging urban forms in the present-day world, drawing relevant conclusions Describe the physical and human impact of emerging urban forms in the present-day world, drawing partially relevant conclusions Ineffectively assess the physical and human impact of emerging urban forms in the present-day world Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Geography / ACCN: No ACCN Strand 5 Geography Topic Interaction and Influences Benchmark SS.12G.5.1 Describe contemporary issues in terms of Earth?s physical and human systems Sample Performance Assessment (SPA) The student: Explains the interaction of physical and human systems, (e.g., how current climatic processes affect settlement and migration patterns or how human activity can negatively impact physical systems, such as producing acid rain). Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, contemporary issues in terms of Earth?s physical and human systems Describe, with detail, contemporary issues in terms of Earth?s physical and human systems Describe, with minimal detail, contemporary issues in terms of Earth?s physical and human systems Ineffectively describe contemporary issues in terms of Earth?s physical and human systems Topic Interaction and Influences Benchmark SS.12G.5.2 Explain the ways in which technology influences the human capacity to modify the physical environment (e.g., fossil fuels, diesel machinery, steel plow, strip mining; technologies that have allowed for advances in dams, irrigation, and desert settlements) Sample Performance Assessment (SPA) The student: Creates a timeline of technological innovations that have influenced the human capacity to modify the physical environment. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, the ways in which technology influences the human capacity to modify the physical environment Explain, with detail, the ways in which technology influences the human capacity to modify the physical environment Explain, with minimal detail, the ways in which technology influences the human capacity to modify the physical environment Ineffectively explain the ways in which technology influences the human capacity to modify the physical environment Topic Interaction and Influences Benchmark SS.12G.5.3 Investigate the relationships among resources (e.g., gold, water, oil, fish), their distribution by humans, and the exploration, colonization, and settlement of different regions of the world (e.g., mercantilism, imperialism, Gold Rush, Alaska pipeline) Sample Performance Assessment (SPA) The student: Chooses an important resource and investigates the exploration, colonization, and settlements in different regions of the world that are a result of the pursuit of the chosen resource. Rubric Advanced Proficient Partially Proficient Novice Investigate the relationship among resources and exploration, colonization, and settlement of different regions of the world, drawing relevant and strongly supported conclusions Investigate the relationship among resources and exploration, colonization, and settlement of different regions of the world, drawing relevant conclusions Investigate the relationship among resources and exploration, colonization, and settlement of different regions of the world, drawing weak conclusions Investigate the relationship among resources and exploration, colonization, and settlement of different regions of the world, drawing irrelevant conclusions Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Global Studies / ACCN: CGW2400 Strand Global Studies Standard 1: Understand characteristics of global interdependence Topic Economic Integration Benchmark SS.G.S.1.1 Compare the effects of economic globalization on countries Sample Performance Assessment (SPA) The student: Assesses the effect of economic globalization on India and Brazil (e.g., impact human labor, policies/politics, environment, culture). Rubric Advanced Proficient Partially Proficient Novice Compare the effects of economic globalization on countries, drawing relevant conclusions supported by clear and precise detail Compare the effects of economic globalization on countries, drawing relevant conclusions Compare the effects of economic globalization on countries, drawing partially relevant conclusions Ineffectively compare the effects of economic globalization on countries Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Global Studies / ACCN: CGW2400 Strand Global Studies Standard 2: Examine conflicts in the world and efforts to resolve them Topic Conflicting Groups Benchmark SS.G.S.2.1 Compare conflicts based on ethnic, racial, and/or religious intolerance Sample Performance Assessment (SPA) The student: Assesses the role of religion and/or ethnicity in various conflicts (e.g., in the Balkans, Rwanda, South Africa, Israel/Palestine, the United States). Rubric Advanced Proficient Partially Proficient Novice Compare conflicts based on ethnic, racial, and/or religious intolerance, drawing relevant conclusions supported by clear and precise detail Compare conflicts based on ethnic, racial, and/or religious intolerance, drawing relevant conclusions Compare conflicts based on ethnic, racial, and/or religious intolerance, drawing partially relevant conclusions Ineffectively compare conflicts based on ethnic, racial, and/or religious intolerance Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Global Studies / ACCN: CGW2400 Strand Global Studies Standard 3: Understand issues of social justice in various countries Topic Human Rights Benchmark SS.G.S.3.1 Explain how the United Nations? covenants, declarations, and conventions (e.g., Covenant on Civil and Political Rights, Declaration of Human Rights, Convention on Genocide) codify expectations of universal human rights Sample Performance Assessment (SPA) The student: Describes how the Universal Declaration of Human Rights codifies rights to be enjoyed by citizens of all nations. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, how the United Nations? covenants, declarations, and conventions codify expectations of universal human rights Explain, with detail, how the United Nations? covenants, declarations, and conventions codify expectations of universal human rights Explain, with minimal detail, how the United Nations? covenants, declarations, and conventions codify expectations of universal human rights Ineffectively explain how the United Nations? covenants, declarations, and conventions codify expectations of universal human rights Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Global Studies / ACCN: CGW2400 Strand Global Studies Standard 4: Understand interactions and perceptions among world cultures Topic Cultural Integration Benchmark SS.G.S.4.1 Describe the dynamics between globalization and cultural sustainability in different regions around the world Sample Performance Assessment (SPA) The student: Describes how countries such as France and China and such states as Alaska and Hawaii balance the benefits of globalization with the struggle to maintain cultural integrity. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, the dynamics between globalization and cultural sustainability in different countries around the world Describe, with detail, the dynamics between globalization and cultural sustainability in different countries around the world Describe, with minimal detail, the dynamics between globalization and cultural sustainability in different countries around the world Ineffectively describe the dynamics between globalization and cultural sustainability in different countries around the world Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Global Studies / ACCN: CGW2400 Strand Global Studies Standard 5: Understand potential impacts of large scale changes on the future Topic Environmental Issues Benchmark SS.G.S.5.1 Describe scientific, economic, and political aspects of global environmental issues (e.g., climate change, pollution, resource use) Sample Performance Assessment (SPA) The student: Explains scenarios for the possible effects of global warming (e.g. desertification in Africa, rising sea levels in the Pacific, melting polar ice sheets). Rubric Advanced Proficient Describe, with clear and Describe, with detail, scientific, precise detail, scientific, economic, and political aspects economic, and political aspects of global environmental issues of global environmental issues Partially Proficient Novice Describe, with minimal detail, scientific, economic, and political aspects of global environmental issues Ineffectively describe scientific, economic, and political aspects of global environmental issues Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Global Studies / ACCN: CGW2400 Strand Global Studies Standard 1: Understand characteristics of global interdependence Topic Technological Transformations Benchmark SS.G.S.1.2 Compare the impact of the information revolution (e.g., television, internet, satellites) on countries and regions Sample Performance Assessment (SPA) The student: Compares the impact of the internet on China and Japan. Rubric Advanced Proficient Partially Proficient Novice Compare the impact of the information revolution on countries and regions, drawing relevant conclusions supported by clear and precise detail Compare the impact of the information revolution on countries and regions, drawing relevant conclusions Compare the impact of the information revolution on countries and regions, drawing partially relevant conclusions Ineffectively compare the impact of the information revolution on countries and regions Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Global Studies / ACCN: CGW2400 Strand Global Studies Standard 2: Examine conflicts in the world and efforts to resolve them Topic International Law Benchmark SS.G.S.2.2 Describe how the Geneva Conventions and their Additional Protocols are international treaties that govern countries? actions during war (e.g. the treatment of POWs, non-combatants, civilians) Sample Performance Assessment (SPA) The student: Explains how conflicts in such places as Bosnia and Herzegovina are affected by the Geneva Conventions. Rubric Advanced Proficient Partially Proficient Novice Describe how the Geneva Conventions and their Additional Protocols are international treaties that govern countries? actions during war, using relevant examples supported by clear and precisee detail Describe how the Geneva Conventions and their Additional Protocols are international treaties that govern countries? actions during war, using relevant examples Describe how the Geneva Conventions and their Additional Protocols are international treaties that govern countries? actions during war, using partially relevant examples Ineffectively describe how the Geneva Conventions and their Additional Protocols are international treaties that govern countries? actions during war Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Global Studies / ACCN: CGW2400 Strand Global Studies Standard 3: Understand issues of social justice in various countries Topic Immigrants Benchmark SS.G.S.3.2 Describe the legal and social conditions of immigrant workers in various countries Sample Performance Assessment (SPA) The student: Provides examples of immigration issues around the world (e.g., in the U.S., western Europe, South America, Southeast Asia). Rubric Advanced Proficient Partially Proficient Novice Describe the legal and social conditions of immigrant workers in various countries, using relevant examples supported by clear and precise detail Describe the legal and social conditions of immigrant workers in various countries, using relevant examples Describe the legal and social conditions of immigrant workers in various countries, using partially relevant examples Ineffectively describe the legal and social conditions of immigrant workers in various countries Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Global Studies / ACCN: CGW2400 Strand Global Studies Standard 5: Understand potential impacts of large scale changes on the future Topic Population Issues Benchmark SS.G.S.5.2 Explain the effects of population growth on urbanization, disease, and hunger Sample Performance Assessment (SPA) The student: Describes how overpopulation affects different cities, countries, or regions (e.g., India, Mexico City, Japan, and Hawaii). Rubric Advanced Proficient Partially Proficient Novice Explain the effects of population growth on urbanization, disease, and hunger, using relevant examples supported by clear and precise detail Explain the effects of population growth on urbanization, disease, and hunger, using relevant examples Explain the effects of population growth on urbanization, disease, and hunger, using partially relevant examples Ineffectively explain the effects of population growth on urbanization, disease, and hunger Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Global Studies / ACCN: CGW2400 Strand Global Studies Standard 1: Understand characteristics of global interdependence Topic International Relations Benchmark SS.G.S.1.3 Explain how globalization affects relations among countries Sample Performance Assessment (SPA) The student: Explains how organizations such as the World Bank and/or the Asian Development Bank affect social, political, and/or economic relations among countries. Rubric Advanced Proficient Explain, with clear and precise Explain, in detail, how detail, how globalization affects globalization affects relations relations among countries among countries Partially Proficient Novice Explain, with minimal detail, how globalization affects relations among countries Ineffectively explain how globalization affects relations among countries Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Global Studies / ACCN: CGW2400 Strand Global Studies Standard 2: Examine conflicts in the world and efforts to resolve them Topic Democratic Movements Benchmark SS.G.S.2.3 Evaluate the successes and failures of democratic movements that challenge authoritarian governments in different countries (e.g., China, Myanmar, Pakistan, Chile) Sample Performance Assessment (SPA) The student: Assesses the impact of political dissidents (e.g. Aung San Suu Ky of Myanmar, Harry Wu of China, Benazir Bhutto of Pakistan) on the democratic movement of their respective nations. Rubric Advanced Proficient Partially Proficient Novice Evaluate the successes and failures of democratic movements that challenge authoritarian governments in different countries, using relevant examples supported by clear and precise detail Evaluate the successes and failures of democratic movements that challenge authoritarian governments in different countries, using relevant examples Evaluate the successes and failures of democratic movements that challenge authoritarian governments in different countries, using partially relevant examples Ineffectively evaluate the successes and failures of democratic movements that challenge authoritarian governments in different countries Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Humanities / ACCN: CPG2100 Strand Humanities Standard 1: Understand how cultures have expressed views on human nature Topic History of Ideas Benchmark SS.HUM.1.1 Explain literary and/or philosophical descriptions of human nature among various pre-modern civilizations (e.g., ancient Egypt, ancient Mesopotamia, ancient China, ancient Greece, Abbasid Middle East, Renaissance Europe) Sample Performance Assessment (SPA) The student: Explains descriptions of the ideal person, such as the citizen of the classical Greece polis, the Confucian gentleman of traditional China, and the Renaissance man of Europe. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, literary and/or philosophical descriptions of human nature among various pre-modern civilizations Explain, with detail, literary and/or philosophical descriptions of human nature among various pre-modern civilizations Explain, with minimal detail, literary and/or philosophical descriptions of human nature among various pre-modern civilizations Ineffectively explain literary and/or philosophical descriptions of human nature among various pre-modern civilizations Topic History of Ideas Benchmark SS.HUM.1.2 Trace the development of modern descriptions of human nature, including philosophical (e.g., the Enlightenment, Romanticism) and scientific (e.g., biology, psychology) perspectives Sample Performance Assessment (SPA) The student: Assesses the debates over human nature between the biological inheritance view and the social conditioning view. Rubric Advanced Proficient Partially Proficient Novice Trace, with clear and precise detail, the development of modern descriptions of human nature, including philosophical and scientific perspectives Trace, with detail, the development of modern descriptions of human nature, including philosophical and scientific perspectives Trace, with minimal detail, the development of modern descriptions of human nature, including philosophical and scientific perspectives Ineffectively trace the development of modern descriptions of human nature, including philosophical and scientific perspectives Topic Role of Religion Benchmark SS.HUM.1.3 Compare perspectives of major religions (e.g. Buddhist, Judaic, Christian, Islamic, Hindu) regarding human nature Sample Performance Assessment (SPA) The student: Differentiates between major religions regarding the role of good and evil in human nature. Rubric Advanced Proficient Partially Proficient Novice Compare, with clear and precise detail, perspectives of major religions regarding human nature Compare, with detail, perspectives of major religions regarding human nature Compare, with minimal detail, perspectives of major religions regarding human nature Ineffectively compare perspectives of major religions regarding human nature Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Humanities / ACCN: CPG2100 Strand Humanities Standard 2: Understand how cultures have expressed views on the characteristics of a good life Topic Performing Arts Benchmark SS.HUM.2.1 Draw conclusions about views on ethics as expressed in dramatic works from different time periods (e.g., Sophocles? Theban plays, medieval morality plays, Shakespeare?s Hamlet, Moliere?s Tartuffe, Miller?s Death of a Salesman) Sample Performance Assessment (SPA) The student: Evaluates the success or failure of the protagonists in dramatic works about persons who stand for what they believe to be right in the face of powerful opposition (e.g., Sophocles? Antigone, Ibsen?s An Enemy of the People, Miller?s The Crucible). Rubric Advanced Proficient Partially Proficient Novice Draw well-supported conclusions about views on ethics as expressed in dramatic works from different time periods Draw supported conclusions about views on ethics as expressed in dramatic works from different time periods Draw partially supported conclusions about views on ethics as expressed in dramatic works from different time periods Ineffectively draw conclusions about views on ethics as expressed in dramatic works from different time periods Topic Visual Arts Benchmark SS.HUM.2.2 Draw conclusions on the characteristics of a good life as depicted in the visual art of various civilizations (e.g., Pompeii/ Herculaneum, Japanese wood blocks, Persian miniatures, 17th century Netherlands, Buddhist cave art, Renaissance painting) Sample Performance Assessment (SPA) The student: Evaluates ideas of material comfort based on depictions in art (e.g., aspects of aesthetics, leisure, wealth). Rubric Advanced Proficient Partially Proficient Novice Draw well-supported conclusions on the characteristics of a good life as depicted in the visual art of various civilizations Draw supported conclusions on the characteristics of a good life as depicted in the visual art of various civilizations Draw partially supported conclusions on the characteristics of a good life by evaluating the visual art of various civilizations Ineffectively draw conclusions on the characteristics of a good life by evaluating the visual art of various civilizations Topic Visual Arts Benchmark SS.HUM.2.3 Compare architectural traditions that represent wealth, status, and power as well as spiritual and intellectual aspirations (e.g., palaces, castles, mansions, hotels, office buildings, cathedrals, temples, libraries, museums, laboratories, college campuses) Sample Performance Assessment (SPA) The student: Evaluates the differences among palaces of various civilizations in order to judge the levels of their rulers? power, wealth, and status. Rubric Advanced Proficient Partially Proficient Novice Investigate architectural traditions that represent wealth, status, and power as well as spiritual and intellectual aspirations Compare architectural traditions that represent wealth, status, and power as well as spiritual and intellectual aspirations Describe architectural traditions that represent wealth, status, and power as well as spiritual and intellectual aspirations Recognize architectural traditions that represent wealth, status, and power as well as spiritual and intellectual aspirations Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Humanities / ACCN: CPG2100 Strand Humanities Standard 3: Understand how cultures have expressed views on human society Topic History of Ideas Benchmark SS.HUM.3.1 Compare philosophies of society among various civilizations (e.g., Confucianism; Aristotle?s Politics; Bhagavad Gita; Machiavelli?s The Prince; Calvinism; Marxism; social contracts of Hobbes, Locke, and Rousseau) Sample Performance Assessment (SPA) The student: Evaluates views on justice as expressed in various social philosophies. Rubric Advanced Proficient Partially Proficient Novice Compare, with clear and precise detail, philosophies of society among various civilizations Compare, with detail, philosophies of society among various civilizations Compare, with minimal detail, philosophies of society among various civilizations Ineffectively compare philosophies of society among various civilizations Topic Individual and Society Benchmark SS.HUM.3.2 Compare, in terms of the individual and society, the role of freedom in various times and places (e.g., classical Greece, ancient China, Enlightenment Europe and America, Marxist vs. capitalist systems, civil liberties since 1945) Sample Performance Assessment (SPA) The student: Evaluates the relationship between freedom and authority in different societies. Rubric Advanced Proficient Partially Proficient Novice Compare, in terms of the individual and society, the role of freedom in various times and places, using well-supported detail Compare, in terms of the individual and society, the role of freedom in various times and places, using supported detail Compare, in terms of the individual and society, the role of freedom in various times and places, using weakly supported details Ineffectively compare, in terms of the individual and society, the role of freedom in various times and places Topic Literature Benchmark SS.HUM.3.3 Compare literary descriptions of utopian and dystopian societies (e.g., Plato?s Republic, Swift?s Gulliver?s Travels, Bellamy?s Looking Backward, Huxley?s Brave New World, Orwell?s 1984) Sample Performance Assessment (SPA) The student: Traces the development of the concept of dystopia in science fiction literature. Rubric Advanced Proficient Partially Proficient Novice Compare, with clear and precise detail, literary descriptions of utopian and dystopian societies Compare, with detail, literary descriptions of utopian and dystopian societies Compare, with minimal detail, literary descriptions of utopian and dystopian societies Ineffectively compare literary descriptions of utopian and dystopian societies Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Humanities / ACCN: CPG2100 Topic Role of Law Benchmark SS.HUM.3.4 Evaluate, in terms of concepts of justice, different legal traditions (e.g., Hammurabi?s code, Chinese Legalism, Ashoka?s edicts, Rome?s Twelve Tables, Justinian?s code, the Magna Carta, the Napoleonic code, the American Constitution) Sample Performance Assessment (SPA) The student: Assesses concepts of equity in various legal systems. Rubric Advanced Proficient Partially Proficient Novice Evaluate, in terms of concepts of justice, different legal traditions, drawing well-supported conclusions Evaluate, in terms of concepts of justice, different legal traditions, drawing supported conclusions Evaluate, in terms of concepts of justice, different legal traditions, drawing partially supported conclusions Ineffectively evaluate, in terms of concepts of justice, different legal traditions Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Humanities / ACCN: CPG2100 Strand Humanities Standard 4: Understand how cultures have expressed views on the place of humanity in the world and the cosmos Topic Mythology Benchmark SS.HUM.4.1 Compare how myths express the value systems of different cultures Sample Performance Assessment (SPA) The student: Distinguishes among different cultural perspectives on heroism and responsibility as expressed in their mythologies. Rubric Advanced Proficient Partially Proficient Novice Compare, with clear and precise detail, how myths express the value systems of different cultures Compare, with detail, how myths express the value systems of different cultures Compare, with minimal detail, how myths express the value systems of different cultures Ineffectively compare how myths express the value systems of different cultures Topic Visual Arts Benchmark SS.HUM.4.2 Describe ways in which art has depicted the relationship between humanity and the world and/or universe (e.g., Paleolithic cave painting, Buddhist mandalas, Byzantine mosaics, illuminated manuscripts, Aztec temple art, stained glass church windows, scientific maps and illustrations, science fiction films) Sample Performance Assessment (SPA) The student: Explains how religious views of an afterlife have been expressed through visual arts in various cultures and/or time periods. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, ways in which art has depicted the relationship between humanity and the world and/or universe Describe, with detail, ways in which art has depicted the relationship between humanity and the world and/or universe, Describe, with minimal detail, ways in which art has depicted the relationship between humanity and the world and/or universe Ineffectively describe ways in which art has depicted the relationship between humanity and the world and/or universe Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Political Science/ Government / ACCN: No ACCN Strand Standard 1: Understand how the concepts of governance, power, authority, and democratic ideals are embodied in the United States Constitution Topic Political Institutions Benchmark SS.PSG.1.1 Explain how the United States exhibits essential characteristics of limited government (e.g., constitutional restraints on power and authority, rule of law, political and economic freedoms) Sample Performance Assessment (SPA) The student: Makes connections between acts of government not allowed in the United States and what part of the Constitution makes each act illegal. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, how the United States exhibits essential characteristics of limited government Explain, with detail, how the United States exhibits essential characteristics of limited government Explain, with minimal detail, how the United States exhibits essential characteristics of limited government Ineffectively explain how the United States exhibits essential characteristics of limited government Topic Political Institutions Benchmark SS.PSG.1.2 Compare different forms of government (e.g., federal and unitary systems; parliamentary systems; systems of shared power), explaining the potential and limitations of each Sample Performance Assessment (SPA) The student: Differentiates one form of government from another by listing attributes of each form in a chart or graphic organizer. Rubric Advanced Proficient Partially Proficient Novice Compare different forms of government, explaining the potential and limitations of each with clear and precise detail Compare different forms of government, explaining the potential and limitations of each with detail Compare different forms Ineffectively compare of government, different forms of explaining the potential government and limitations of each with limited detail. Topic Political Documents Benchmark SS.PSG.1.3 Explain the importance of fundamental political documents (e.g., Magna Carta, English Bill of Rights, Declaration of Independence, U.S. Constitution, Articles of Confederation, Virginia Plan) to the American system of government Sample Performance Assessment (SPA) The student: Describes how the American system of government might be different today if there was no Bill of Rights. Rubric Advanced Proficient Partially Proficient Novice Explain the importance of fundamental political documents to the American system of government, drawing relevant conclusions supported by clear and precise detail Explain the importance of fundamental political documents to the American system of government, drawing relevant conclusion Explain the importance of fundamental political documents to the American system of government, drawing partially relevant conclusions Ineffectively explain the importance of fundamental political documents to the American system of government Topic Values and Principles of Democracy Benchmark SS.PSG.1.4 Investigate issues in which the fundamental values and principles of American democracy may be in conflict (e.g., majority rule and minority rights, liberty and equality, individual rights and the common good, privacy and the public’s right to know) Sample Performance Assessment (SPA) The student: Researches a historic or contemporary example of the government’s use of “eminent domain” laws to take property for the common good or the use of warrants to search personal property, identifying the specific conflict of public and private interest. Rubric Advanced Proficient Partially Proficient Novice Investigate issues in which the fundamental values and principles of American democracy may be in conflict, drawing relevant conclusions supported by clear and precise detail Investigate issues in which the fundamental values and principles of American democracy may be in conflict, drawing relevant conclusions Investigate issues in which the fundamental values and principles of American democracy may be in conflict, drawing partially relevant conclusions Investigate issues in which the fundamental values and principles of American democracy may be in conflict, drawing irrelevant conclusions Strand Standard 2: Understand the role of United States policies in international relations Topic Foreign Policy Benchmark SS.PSG.2.1 Explain the forces that influence United States foreign policy (e.g., business and labor organizations, interest groups, public opinion, ethnic and religious organizations) Sample Performance Assessment (SPA) The student: Identifies interest groups that actively lobby for a particular foreign policy issue and describes their purposes and goals. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, the forces that influence United States foreign policy Explain, with detail, the forces that influence United States foreign policy Explain, with minimal detail, the forces that influence United States foreign policy Ineffectively explain the forces that influence United States foreign policy Topic Foreign Policy Benchmark SS.PSG.2.2 Explain the strategies used to carry out United States foreign policy (e.g., diplomacy; economic, military, and humanitarian aid; treaties; sanctions; military intervention; covert action) Sample Performance Assessment (SPA) The student: Explains methods used to carry out a particular policy in U.S. international relations (e.g., U.S. sanctions on Iran, North Korea, or Cuba). Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, the strategies used to carry out United States foreign policy Explain, with detail, the strategies used to carry out United States foreign policy Explain, with minimal detail, the strategies used to carry out United States foreign policy Ineffectively explain the strategies used to carry out United States foreign policy Topic International Organizations Benchmark SS.PSG.2.4 Explain the influence of international organizations (e.g., NATO, United Nations, World Trade Organization) on U.S. foreign and domestic policies Sample Performance Assessment (SPA) The student: Explains the influence of the Convention on Climate Change on U.S. environmental policy. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, the influence of international organizations on U.S. foreign and domestic policy Explain, with detail, the influence of international organizations on U.S. foreign and domestic policy Explain, with minimal detail, the influence of international organizations on U.S. foreign and domestic policy Ineffectively explain the influence of international organizations on U.S. foreign and domestic policy Topic Political Institutions Benchmark SS.PSG.2.5 Describe the powers and responsibilities of the President and Congress in the area of foreign affairs and national security Sample Performance Assessment (SPA) The student: Reads Articles I and II of the U.S. Constitution and explains the powers related to foreign affairs that are shared between the executive and legislative branches. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, the powers and responsibilities of the President and Congress in the area of foreign affairs and national security Describe, with detail, the powers and responsibilities of the President and Congress in the area of foreign affairs and national security Describe, with minimal detail, the powers and responsibilities of the President and Congress in the area of foreign affairs and national security Ineffectively describe the powers and responsibilities of the President and Congress in the area of foreign affairs and national security Strand Standard 3: Understand the political party system and the roles, rights, and responsibilities of American citizens Topic Citizenship Benchmark SS.PSG.3.1 Identify ways to be an active citizen (e.g., through volunteerism, activism, voting, socially responsible actions) who affects positive change in the community, state, nation, or world Sample Performance Assessment (SPA) The student: Creates a plan for the community that will better the conditions of local natural resources. Rubric Advanced Proficient Partially Proficient Novice Identify a wide variety of ways to be an active citizen who affects positive change in the community, state, nation, or world Identify a variety of ways to be an active citizen who affects positive change in the community, state, nation, or world Identify some ways to be an active citizen who affects positive change in the community, state, nation, or world Identify very few ways to be an active citizen who affects positive change in the community, state, nation, or world Topic Citizenship Benchmark SS.PSG.3.2 Describe the importance of civic dispositions or virtues to the preservation and improvement of civil society and government Sample Performance Assessment (SPA) The student: Explains why civic dispositions (e.g., tolerance, fairness, respect for the opinions of others, commitment to the truth, civility) are needed for effective citizenship in a constitutional democracy. Rubric Advanced Proficient Partially Proficient Novice Describe the importance of civic dispositions or virtues to the preservation and Describe the importance of civic dispositions or virtues to the preservation and Describe the importance of civic dispositions or virtues to the preservation and Ineffectively describe the importance of civic dispositions or virtues to the preservation and improvement of civil society and government, providing relevant examples supported by clear and precise detail improvement of civil society and government, using relevant examples improvement of civil improvement of civil society and government, society and government using partially relevant examples Strand Standard 2: Understand the role of United States policies in international relations Topic Foreign Policy Benchmark SS.PSG 2.3 Examine critical foreign policy issues and critique a recent administration’s success in dealing with them Sample Performance Assessment (SPA) The student: Evaluates the Bush administration’s foreign policy in Iraq and Afghanistan. Rubric Advanced Proficient Partially Proficient Novice Examine critical foreign policy issues and critique a recent administration’s success in dealing with them, presenting clear and precise supporting evidence Examine critical foreign policy issues and critique a recent administration’s success in dealing with them, presenting supporting evidence Examine critical foreign policy issues and critique a recent administration’s success in dealing with them, presenting minimal supporting evidence Examine critical foreign policy issues and critique a recent administration’s success in dealing with them, presenting weak evidence or no evidence Strand Standard 3: Understand the political party system and the roles, rights, and responsibilities of American citizens Topic Election Process Benchmark SS.PSG.3.3 Assess the impact of the media on American politics. (e.g., campaigns, elections, the aims of political parties) Sample Performance Assessment (SPA) The student: Evaluates the degree to which the televising of the Vietnam war affected American politics. Rubric Advanced Proficient Partially Proficient Novice Assess the impact of the media on American politics, drawing relevant conclusions supported by clear and precise detail Assess the impact of the media on American politics, drawing relevant conclusions Assess the impact of the Ineffectively assess the media on American impact of the media on politics, drawing partially American politics relevant conclusions Topic Election Process Benchmark SS.PSG.3.4 Compare the positions of political parties on contemporary issues based on their differing ideologies Sample Performance Assessment (SPA) The student: Compares the positions of different political parties on contemporary issues such as the death penalty, abortion, global warming, and immigration. Rubric Advanced Proficient Partially Proficient Novice Evaluate the positions of political parties on contemporary issues based on differing ideologies Compare the positions of political parties on contemporary issues based on differing ideologies Describe the positions of political parties on contemporary issues based on differing ideologies Recognize the positions of political parties on contemporary issues based on differing ideologies Topic Public Policy Benchmark SS.PSG.3.5 Explain how the public agenda is set by political leaders, institutions, parties, and citizens Sample Performance Assessment (SPA) The student: Describes influences on public policy by citing a recent example of an issue that has increased in visibility (e.g., gay marriage, global warming). Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, how the public agenda is set by political leaders, institutions, parties, and citizens Explain, with detail, how the public agenda is set by political leaders, institutions, parties, and citizens Explain, with minimal detail, how the public agenda is set by political leaders, institutions, parties, and citizens Ineffectively explain how the public agenda is set by political leaders, institutions, parties, and citizens Content Area: Social Studies Grade/Course: Psychology / ACCN: CSD2200 Strand 1 Psychology Topic Associative Learning Benchmark SS.12P.1.1 Analyze ways in which classical and operant conditioning achieve behavioral changes Sample Performance Assessment (SPA) The student: Assesses an experiment using classical and operant conditioning to achieve behavioral changes. Rubric Advanced Proficient Partially Proficient Novice Analyze ways in which classical and operant conditioning achieve behavioral changes, drawing relevant conclusions supported by clear and precise detail Analyze ways in which classical and operant conditioning achieve behavioral changes, drawing relevant conclusions Analyze ways in which classical and operant conditioning achieve behavioral changes, drawing partially relevant conclusions Ineffectively analyze ways in which classical and operant conditioning achieve behavioral changes Topic Associative Learning Benchmark SS.12P.1.2 Examine the results of social cognitive theory on knowledge acquisition and learning Sample Performance Assessment (SPA) The student: Investigates Bandura?s experimental methods by modeling a behavior for another person (e.g., folding a napkin) and taking notes about the learning of the subject; attempts to elicit the same behavior using classical conditioning and compares the two methods. Rubric Advanced Proficient Partially Proficient Novice Examine the results of social cognitive theory on knowledge acquisition and learning, drawing relevant conclusions supported by clear and precise detail Examine the results of social cognitive theory on knowledge acquisition and learning, drawing relevant conclusions Examine the results of social cognitive theory on knowledge acquisition and learning, drawing partially relevant conclusions Ineffectively examine the results of social cognitive theory on knowledge acquisition and learning Topic Nature v. Nurture Benchmark SS.12P.1.3 Explain the effects of heredity vs. environment controversy as it relates to intelligence Sample Performance Assessment (SPA) The student: Explains how differences in test scores can be attributed to heredity-environment interaction. Rubric Advanced Proficient Partially Proficient Explain, with clear and precise Explain, with detail, the effects detail, the effects of heredity of heredity vs. environment on vs. environment on intelligence intelligence tests tests Novice Explain, with minimal detail, the Ineffectively explain the effects effects of heredity vs. of heredity vs. environment on environment on intelligence intelligence tests tests Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Psychology / ACCN: CSD2200 Strand 2 Psychology Topic Human Development Benchmark SS.12P.2.1 Analyze the significant aspects of major theories of human development (e.g., Piaget, Erikson, Freud, Gilligan, Kohlberg) Sample Performance Assessment (SPA) The student: Compares the developmental theories of Piaget, Erickson, Gilligan, and Kohlberg. Rubric Advanced Proficient Partially Proficient Novice Analyze the significant aspects of the major theories of human development, drawing relevant conclusions supported by clear and precise detail Analyze the significant aspects of the major theories of human development, drawing relevant conclusions Analyze the significant aspects of the major theories of human development, drawing partially relevant conclusions Ineffectively analyze the significant aspects of the major theories of human development Topic Human Development Benchmark SS.12P.2.2 Describe the physical, mental, and emotional changes that occur throughout life Sample Performance Assessment (SPA) The student: Identifies a variety of changes that occur during infancy, young adulthood, middle age, and old age and explains different ways people react to these changes. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, the physical, mental, and emotional changes that occur throughout life Describe, with detail, the physical, mental, and emotional changes that occur throughout life Describe, with minimal detail, the physical, mental, and emotional changes that occur throughout life Ineffectively describe the physical, mental, and emotional changes that occur throughout life Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Psychology / ACCN: CSD2200 Strand 3 Psychology Topic Personality Assessment Benchmark SS.12P.3.1 Analyze the characteristics of the major personality theories (e.g., psychoanalytic, cognitive, humanistic, and trait approaches) Sample Performance Assessment (SPA) The student: Compares the major personality theories. Rubric Advanced Proficient Analyze the characteristics of Analyze the characteristics of the major personality theories, the major personality theories, drawing relevant and insightful drawing relevant conclusions conclusions supported by clear and precise details Partially Proficient Novice Analyze the characteristics of the major personality theories, drawing partially relevant conclusions Ineffectively analyze the characteristics of the major personality theories Topic Personality Assessment Benchmark SS.12P.3.2 Analyze various tests (e.g., the Thematic Apperception Test [TAT], the Rorschach Test) and techniques that have been used to assess personality traits Sample Performance Assessment (SPA) The student: Compares different personality tests and evaluates the pros and cons of each test. Rubric Advanced Proficient Partially Proficient Novice Analyze various tests and techniques that have been used to assess personality traits, using relevant and insightful examples supported by clear and precise detail Analyze various tests and techniques that have been used to assess personality traits, using relevant examples Analyze various tests and techniques that have been used to assess personality traits, using paertially relevant examples Ineffectively analyze various tests and techniques that have been used to assess personality traits Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Psychology / ACCN: CSD2200 Strand 4 Psychology Topic Characteristics of Disorders Benchmark SS.12P.4.1 Describe anxiety disorders (e.g., generalized anxiety disorder, phobic disorders, obsessive-compulsive disorder), somatoform disorders (e.g., conversion disorder, hypochondriasis), and dissociative disorders (e.g. amnesia, fugue, and multiple personality disorder) Sample Performance Assessment (SPA) The student: Describes the behavior of persons with an anxiety disorder, a somatoform disorder, and a dissociative disorder. Rubric Advanced Proficient Partially Proficient Novice Describe anxiety disorders, somatoform disorders, and dissociative disorders, with clear and precise detail Describe anxiety disorders, somatoform disorders, and dissociative disorders, with detail Describe anxiety disorders, somatoform disorders, and dissociative disorders, with minimal detail Ineffectively describe anxiety disorders, somatoform disorders, or dissociative disorders Topic Characteristics of Disorders Benchmark SS.12P.4.2 Identify the symptoms and types of affective or mood disorders (e.g., major depressive disorder, bipolar disorder, dysthymic disorder) Sample Performance Assessment (SPA) The student: Describes the behavior of a person with a mood disorder. Rubric Advanced Proficient Partially Proficient Identify the symptoms and types of mood disorders, with no errors Identify the symptoms and types of mood disorders, with no significant errors Identify the symptoms and Ineffectively identify the types of mood disorders, with a symptoms and types of mood few significant errors disorders Novice Topic Characteristics of Disorders Benchmark SS.12P.4.3 Describe the symptoms of schizophrenia, personality disorders, and childhood disorders (e.g. attention-deficit disorder, autistic disorder) Sample Performance Assessment (SPA) The student: Describes the behavior of persons with schizophrenia and a personality disorder and a child with autistic disorder. Rubric Advanced Proficient Partially Proficient Novice Describe the symptoms of schizophrenia, personality disorders, and childhood disorders, with no errors Describe the symptoms of schizophrenia, personality disorders, and childhood disorders, with no significant errors Describe the symptoms of schizophrenia, personality disorders, and childhood disorders, with a few significant errors Ineffectively describe the symptoms of schizophrenia, personality disorders, and childhood disorders. Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Psychology / ACCN: CSD2200 Topic Defining Disorders Benchmark SS.12P.4.4 Analyze the current therapies (e.g. psychoanalytic, behavioral, cognitive, humanistic, biomedical) used to treat psychological disorders Sample Performance Assessment (SPA) The student: Compares and critiques, orally or in writing, the current therapies (e.g., psychoanalytic, behavioral, cognitive, humanistic, biomedical) used to treat psychological disorders. Rubric Advanced Proficient Partially Proficient Novice Analyze the current therapies (e.g. psychoanalytic, behavioral, cognitive, humanistic, biomedical) used to treat psychological disorders, drawing relevant conclusions as to their effectiveness supported by clear and precise detail Analyze the current therapies (e.g. psychoanalytic, behavioral, cognitive, humanistic, biomedical) used to treat psychological disorders, drawing relevant conclusions as to their effectiveness Describe the current therapies (e.g. psychoanalytic, behavioral, cognitive, humanistic, biomedical) used to treat psychological disorders, drawing partially relevant conclusions as to their effectiveness Ineffectively assess the current therapies (e.g. psychoanalytic, behavioral, cognitive, humanistic, biomedical) used to treat psychological disorders Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Sociology / ACCN: CSD2300 Strand Standard 1: Understand the development of sociology as a social science Topic Origins of Sociology Benchmark SS.SOC.1.1 Describe the ideas of key theorists who originated the field of sociology (e.g., Auguste Comte, Max Weber, Emile Durkheim) Sample Performance Assessment (SPA) The student: Explains, using a graphic organizer, the ideas of a founding sociological theorist, such as Max Weber. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, the ideas of key theorists who originated the field of sociology Describe, with detail, the ideas Describe, with minimal detail, Ineffectively describe the ideas of key theorists who originated the ideas of key theorists who of key theorists who originated the field of sociology originated the field of sociology the field of sociology Topic Current Sociological Perspectives Benchmark SS.SOC.1.2 Compare current sociological theories (e.g., functionalism, conflict theory, symbolic interaction) Sample Performance Assessment (SPA) The student: Compares current sociological theories by using a Venn Diagram. Rubric Advanced Proficient Compare current sociological Compare current sociological theories, drawing relevant theories, drawing relevant conclusions supported by clear conclusions and precise detail Partially Proficient Novice Compare current sociological theories, drawing partially relevant conclusions Ineffectively compare current sociological theories Topic Current Sociological Perspectives Benchmark SS.SOC.1.3 Explain various sociological research methods (e.g., survey, questionnaire, secondary analysis) and the appropriate application of each method Sample Performance Assessment (SPA) The student: Describes, in a written report, various sociological research methods by giving examples of their appropriate use. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, various sociological research methods and the appropriate application of each method Explain, with detail, various sociological research methods and the appropriate application of each method Explain, with minimal detail, various sociological research methods and the appropriate application of each method Ineffectively explain various sociological research methods and the appropriate application of each method Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Sociology / ACCN: CSD2300 Strand Standard 2: Develop an understanding of culture as it affects individuals and groups Topic Traits of Culture Benchmark SS.SOC.2.1 Describe aspects of culture (e.g., artifacts, language, values, mores) that result in recognizable differences between societies Sample Performance Assessment (SPA) The student: Provides examples of the differences in values between societies. Rubric Advanced Proficient Partially Proficient Novice Compare aspects of culture that result in recognizable differences between societies Describe aspects of culture that result in recognizable differences between societies Provide examples of aspects of Recognize aspects of culture culture that result in that result in recognizable recognizable differences differences between societies between societies Topic Cultural Identity Benchmark SS.SOC.2.2 Describe how cultural diversity occurs and the impact on a host culture (e.g., subcultures, categorization, ethnocentrism) Sample Performance Assessment (SPA) The student: Explains the relationship between a subculture and the host culture. Rubric Advanced Proficient Describe, with clear and Describe, with detail, how precise detail, how cultural cultural diversity occurs and diversity occurs and the impact the impact on a host culture on a host culture Partially Proficient Novice Describe, with minimal detail, cultural diversity and the impact on a host culture Ineffectively describe how cultural diversity occurs and the impact on a host culture Topic Cultural Identity Benchmark SS.SOC.2.3 Explain the different ways culture is transmitted among groups, individuals and societies (e.g., education, media, socialization, globalization) Sample Performance Assessment (SPA) The student: Describes the globalization of a chosen aspect of culture (e.g., music, art, food) through a map or timeline. Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, the different ways culture is transmitted among groups, individuals, and societies Explain, with detail, the different ways culture is transmitted among groups, individuals, and societies Explain, with minimal detail, the different ways culture is transmitted among groups, individuals, and societies Ineffectively explain the different ways culture is transmitted among groups, individuals, and societies Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Sociology / ACCN: CSD2300 Strand Standard 3: Understand the types, characteristics and dynamics of social groups and social institutions Topic Roles of Groups Benchmark SS.SOC.3.1 Describe the behavior of social groups (e.g., family, peers, co-workers, teams) and their function in society Sample Performance Assessment (SPA) The student: Explains the behavior and function of social groups to which he or she belongs by listing characteristics of each group in a graphic organizer. Rubric Advanced Proficient Describe, with clear and Describe, with detail, the precise detail, the behavior of behavior of social groups and social groups and their function their function in society in society Partially Proficient Novice Describe, with minimal detail, the behavior of social groups and their function in society Ineffectively describe the behavior of social groups and their function in society Topic Roles of Institutions Benchmark SS.SOC.3.2 Describe institutions and their functions (e.g., schools, corporations, agencies, hospitals, the military) in society Sample Performance Assessment (SPA) The student: Gives examples of how the military functions in Hawaii. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, institutions and their functions in society Describe, with detail, institutions and their functions in society Describe, with minimal detail, institutions and their functions in society Ineffectively describe institutions and their functions in society Topic Impact of Groups and Institutions Benchmark SS.SOC.3.3 Evaluate the expectations and effects that social groups and institutions have on individuals Sample Performance Assessment (SPA) The student: Compares individuals? experiences of various social groups and institutions. Rubric Advanced Proficient Partially Proficient Novice Evaluate, with thorough documentation, the expectations and effects that social groups and institutions have on individuals Evaluate, with documentation, the expectations and effects that social groups and institutions have on individuals Evaluate, with partial documentation, the expectations and effects that social groups and institutions have on individuals Evaluate, with very little documentation, the expectations and effects that social groups and institutions have on individuals Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Sociology / ACCN: CSD2300 Strand Standard 4: Recognize social problems and underlying causes Topic Norms and Problems Benchmark SS.SOC.4.1 Describe the effects of social stratification and social mobility on society Sample Performance Assessment (SPA) The student: Explains how obstacles (e.g., lack of skills, lack of education) and opportunities (e.g., outreach programs, funding for education) can affect social mobility. Rubric Advanced Proficient Partially Proficient Novice Describe the effects of social stratification and social mobility on society, using relevant examples supported by clear and precise detail Describe the effects of social stratification and social mobility on society, using relevant examples, Describe the effects of social stratification and social mobility on society, using partially relevant examples Describe, using irrelevant or no examples, the effects of social stratification and social mobility on society Topic Norms and Problems Benchmark SS.SOC.4.2 Explain the concepts of deviance, conformity, norms, and crime and provide examples of each Sample Performance Assessment (SPA) The student: Describes the role of conformity and norms in society (e.g., the interactions between the beats or the hippies and the general society). Rubric Advanced Proficient Partially Proficient Novice Explain, with clear and precise detail, the concepts of deviance, conformity, norms, and crime and provide examples of each Explain, with detail, the concepts of deviance, conformity, norms, and crime, and provide examples of each Explain, with minimal detail, the concepts of deviance, conformity, norms, and crime and provide examples of each Ineffectively explain the concepts of deviance, conformity, norms, and crime and provide examples of each Topic Control Benchmark SS.SOC.4.3 Evaluate the effectiveness of various types of control over deviant and criminal behavior (e.g., deterrence, incarceration, sanction) Sample Performance Assessment (SPA) The student: Classifies the legal definitions of various types of deviant and criminal behavior and evaluates how each type of behavior is controlled. Rubric Advanced Proficient Partially Proficient Novice Evaluate the effectiveness of various types of control over deviant and criminal behavior, drawing relevant conclusions supported by clear and precise detail Evaluate the effectiveness of various types of control over deviant and criminal behavior, drawing relevant conclusions Evaluate the effectiveness of various types of control over deviant and criminal behavior, drawing partially relevant conclusions Ineffectively evaluate the effectiveness of various types of control over deviant and criminal behavior Converted by HTML2PDF (www.zoomlane.com) Content Area: Social Studies Grade/Course: Sociology / ACCN: CSD2300 Strand Standard 5: Examine social change for causal factors and results Topic Demographic Change Benchmark SS.SOC.5.1 Describe aspects of demography which lead to social change (e.g., birth rates, life expectancy, urbanization, population shifts) Sample Performance Assessment (SPA) The student: Explains population trends in developing and developed nations (e.g., India, Japan, Kenya) and the challenges they pose to those societies. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, aspects of demography which lead to social change Describe, with detail, aspects of demography which lead to social change Describe, with minimal detail, aspects of demography which lead to social change Ineffectively describe aspects of demography which lead to social change Topic Motivated Change Benchmark SS.SOC.5.2 Describe contemporary social movements (e.g. gay rights, green movement) and explain how they contribute to social change Sample Performance Assessment (SPA) The student: Explains the changing attitudes in a society that resulted from a social movement. Rubric Advanced Proficient Partially Proficient Novice Describe, with clear and precise detail, contemporary social movements and explain how they contribute to social change Describe, with detail, contemporary social movements and explain how they contribute to social change Describe, with minimal detail, contemporary social movements and explain how they contribute to social change Ineffectively describe contemporary social movements and explain how they contribute to social change Topic Motivated Change Benchmark SS.SOC.5.3 Explain the impact of organizations (e.g., nonprofit, nongovernmental, local community) on social change Sample Performance Assessment (SPA) The student: Describes how the Institute for Human Services affects social change in Hawaii. Rubric Advanced Proficient Partially Proficient Explain, with clear and precise Explain, with detail, the impact detail, the impact of of organizations on social organizations on social change change Novice Explain, with minimal detail, the Ineffectively describe the impact of organizations on impact of organizations on social change social change Converted by HTML2PDF (www.zoomlane.com)

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